Bridging the Gap: A Pilot Study of a Health Care Transition Podcast Curriculum and Standardized Patient Case for Graduate Medical Education Trainees

Colby D Feeney; Rebecca E Sadun; Alison Manning; Jane V Trinh

doi:10.7759/cureus.72018

Bridging the Gap: A Pilot Study of a Health Care Transition Podcast Curriculum and Standardized Patient Case for Graduate Medical Education Trainees

Cureus. 2024 Oct 21;16(10):e72018. doi: 10.7759/cureus.72018. eCollection 2024 Oct.

Authors

Colby D Feeney^{1

2}, Rebecca E Sadun^{1

2}, Alison Manning³, Jane V Trinh^{1

2}

Affiliations

¹ Department of Medicine, Duke University School of Medicine, Durham, USA.
² Department of Pediatrics, Duke University School of Medicine, Durham, USA.
³ Department of Psychiatry and Human Behavior, The Warren Alpert Medical School of Brown University, Providence, USA.

Abstract

Introduction Pediatric to adult health care transition (HCT) is critical to maintaining the health and wellness of patients, and pediatric and adult providers often do not feel prepared to shepherd patients through this process. Methods We designed an HCT curriculum consisting of nine podcasts paired with existing ambulatory experiential learning opportunities for internal medicine-pediatric residents (n=6). Before and after the curriculum we evaluated resident HCT self-assessment and resident performance working with a standardized patient (SP) and standardized parent in a novel objective structured clinical examination (OSCE) station designed to assess HCT skills. Results Residents improved in all HCT self-assessment goals (Likert 1-5; average score increasing from 2.4 to 3.93; p= 0.0002) and in their overall OSCE performance (Likert 1-5; average score increasing from 2.6 to 4.1; p=0.002). Conclusion By combining portable didactic educational materials with intentional experiential learning opportunities, the HCT curriculum herein described improved residents' knowledge and skills related to helping adolescent and young adult patients through HCT. This curriculum could be easily adapted for implementation at other institutions and across disciplines. In addition, we offer a standardized patient case for use in assessing HCT skills.

Keywords: adolescent and young adults; curriculum development and evaluation; health care transitions; med-peds; objective structured clinical examination (osce); residency curriculum.

Grants and funding

The med-peds residency program earned $1000 from the Health Care Transition Quality Improvement Collaborative by participating. This curriculum was created after participation in the QI collaborative, however the work was inspired by the collaborative. Rebecca Sadun was a recipient of the Rheumatology Research Foundation Clinician Scholar Educator Award, which funded her development and validation of a transition OSCE station.