243 - Impact of Curricular Co-Creation on Pediatrics Residents and Faculty: A Mixed-Methods Study

Publication Number: 243.5260

Sierra Armstrong, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston Salem, NC, United States; Leila DeWitt, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston Salem, NC, United States; Kailey Gorski, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston Salem, NC, United States; Jennifer Jackson, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston-Salem, NC, United States; Andrea Triplett, Wake Forest School of Medicine of Wake Forest Baptist Medical Center, Winston-Salem, NC, United States

Background: Curricular co-creation is a collaboration between educators and learners, incorporating learners’ perspectives and involving them in educational design. Studies in undergraduate medical education (UME) have shown co-creation improves learner engagement, motivation, metacognition, and instructional delivery. However, few studies have evaluated co-creation in graduate medical education (GME) despite prior research estimating adult learner retention at 5% with traditional lectures. Using self-determination theory, we hypothesized co-creation offers additional psychosocial benefits to involved residents and faculty and enhances residents’ learning similarly to that of undergraduates.

Objective: Investigate the impact of co-creation on pediatrics residents’ evaluations of academic half-day sessions and to explore perspectives of residents and faculty engaged in co-creation.

Design/Methods: Five resident and faculty pairs each co-designed an academic half-day session as part of the existing curriculum. Resident attendees’ anonymous post-session evaluations of sessions designed using co-creation were compared to those designed without co-creation (controls) using paired t-tests. Semi-structured interviews of all pairs were conducted to explore their perspectives of the co-creation process. Interview transcripts were systematically coded and analyzed for themes using a grounded theory approach.

Results: Resident attendee ratings of co-created academic half-day sessions were higher than controls for overall satisfaction (p=0.02, Cohen’s d 1.16), while ratings of content delivery effectiveness, board preparation effectiveness, and relevance to clinical practice were not significantly different. Qualitative analysis demonstrated three major themes: 1) co-creation allowed residents more ownership over their learning, 2) faculty appreciated contributions of residents in the planning process, and 3) time constraints posed a barrier to co-creation engagement. Study limitations included a single-institution and small sample size.

Conclusion(s): In this pilot study, curricular co-creation improved pediatrics residents’ satisfaction with academic half-days, and participating residents and faculty appreciated benefits to engaging in the co-creation process, though time constraints limited engagement. This study provides initial evidence for the feasibility and acceptability of co-creation for structured educational activities for resident learners. Future studies are needed to evaluate the impact of co-creation on resident learner engagement during educational sessions and effectiveness of instructional methods.

Emerging Qualitative Themes of Co-Creation


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