589: INCREASING LEARNER ENGAGEMENT IN THE PICU USING PROCESS-ORIENTED GUIDED INQUIRY LEARNING

Introduction: Given the complexity of pediatric critical care medicine (PCCM), residents often acquire knowledge without the opportunity for practice transfer. A survey of residents and PCCM fellows revealed suboptimal learner and facilitator engagement and a desire for interactive case-based learning. POGIL is a learner-centered pedagogy that enables learner engagement, knowledge retention, and development of critical thinking skills. We employed POGIL to reinforce complex PCCM concepts while optimizing engagement among residents and fellows. Methods: Using an Educational Design Research framework, we created and refined each module through consensus and feedback from residents and content experts. All PCCM fellows (21) were trained to use POGIL. We used the MUSIC® inventory, a 6-point Likert scale survey completed by learners, to evaluate the modules (pre- vs. post- POGIL comparisons) on five key learner engagement principles: eMpowerment, Usefulness, Success, Interest, and Caring; evaluated knowledge gain with an 11-question assessment; and collected qualitative data from residents, faculty, and fellows. Results: We created and implemented 7 POGIL modules and used the Wilcoxon rank-sum test to compare learner engagement, which increases in all 5 areas (all p≤0.001): empowerment (3 vs. 6), usefulness (6 vs. 6), success (5 vs. 6), interest (5 vs. 6), and caring (5 vs. 6). Ten residents completed the knowledge acquisition assessment, each being >85% percent correct. Qualitative analysis identified 5 themes related to the quality of the POGIL modules used to iteratively refine the modules: Interaction, Resources, Content, Learning Process, and Time Management. Nineteen out of 21 fellows used POGIL, stating that the residents seemed more engaged and that they would use POGIL again to teach PCCM concepts. Conclusions: We successfully implemented an interactive, case based learning lecture series using POGIL for resident education. Residents had significantly increased engagement in all five areas using POGIL and high knowledge acquisition. Fellows successfully learned and used POGIL. Through formative feedback, we learned that the residents enjoy case-based learning with highly structured worksheets, identified important content, and found the largest barrier to success was protecting residents’ didactic time.