1301. ID Fellows Cup: Developing Confidence Through Content Creation

Abstract Background The ID Fellows Cup (IDFC) is a multiple-choice question set delivered via the Kaizen Education software, which uses gamification to enhance engagement. Questions are directed to ID fellows worldwide, but all learners can participate. In the inaugural year, 541 individuals (344 fellows) played in ≥1 of 3 rounds. Content creation by learners is known to enhance knowledge and confidence with material. We hypothesized that inviting trainees to author questions would enhance their perceived ID knowledge and confidence in creating Free Open Access Medical Education (FOAMed) content. Methods We invited trainees to write questions for the 10/2021 and upcoming 5/2022 games (105 questions) through an online volunteer call. They received a brief lecture and outline on question development. Mentors (early faculty or other fellows) reviewed their content and gave constructive feedback. We developed a 22-item survey targeted to writers and mentors using input from the literature and involved educators. Items included demographics, prior experience, perceptions of benefit, and areas to improve. We distributed it by email after question submission. Results Thirty-eight of 54 (70%) writers and mentors completed the survey. 1 asked to remove their responses from research. 35 (94.6%) participants answered all survey questions. Table 1 shows their demographics. Before the IDFC, 18 (48.6%) respondents had never written a board-style ID question; 21 (56.8%) had never created FOAMed content, and 23 (63.9%) had low confidence in creating it. 35 (97.2%) found that writing a question was an effective use of their time, and 36 (100%) felt it increased knowledge of the assigned topic. 33 (91.7%) found it increased their confidence as near-peer educators, and 31 (86.1%) that it increased confidence in creating future FOAMed content (Table 2). Conclusion Crowdsourcing questions through a mentored process allows for an enhanced educational experience for trainees and early faculty. Authoring board-style questions was felt to increase ID knowledge and was rated as effective use of time. Many authors had limited experience in FOAMed content creation but gained skills and confidence from the process. Similar initiatives may support and empower early educators to step into the global digital education platform. Disclosures All Authors: No reported disclosures.