6th Annual

type: Educational Initiative NEEDS STATEMENT / OBJECTIVES Web-based teaching is widely used in medical education, however there is a paucity of literature comparing different online learning modalities. Such comparison may inform educators of more effective online teaching methods. In this before/after observational study, we evaluated the effectiveness of a web-based, mixed media Critical Care curriculum to improve cognitive performance in medical trainees. We also evaluated learner attitudes toward the curriculum and preferences regarding content delivery. METHODS We developed an online educational course teaching common evidence based medicine in intensive care that consisted of five modules containing video lectures, audio lectures and text based teaching for each module. Access the course was given to Internal Medicine residents and first year Critical Care Medicine fellows after completion of a survey of baseline characteristics. Participation was voluntary. Content delivery was through a commercially available online learning management system, which also allowed tracking of usage logs for each learner. A single group pre/post-test design was used to assess knowledge changes. Data on user satisfaction was also collected. RESULTS Sixty four percent (n=36) of invited participants completed the pre-course survey. Most of these participants (n=31) indicated a high level of comfort using online learning resources. At the interim analysis, 50% of invited participants (n=28) have been using the curriculum. Precourse knowledge assessment test average = 65%. Results of the post-course knowledge assessment are pending. Using page views, assessment of preferred mode of content delivery (video lectures, audio lectures, text based) will be calculated.