RESUMO
OBJECTIVE: Pediatric urgent care (UC) is a growing field and may provide unique learning opportunities for pediatric residents. We aimed to assess whether a UC rotation could be feasible and meaningful and help fill educational gaps. METHODS: Within our current X + Y rotational model, we used Kern's 6-step approach for curriculum development to create a longitudinal UC educational experience for postgraduate year 2 (PGY2) pediatric residents. We assessed progress toward achieving our aim by using a mixed-methods approach matched to Kirkpatrick's levels of learning, including program annual evaluations, self-assessed UC competencies, and 360 milestone evaluations. RESULTS: A total of 14 PGY2s participated in our yearlong longitudinal rotation without duty hour violations or deviations from well child care. Thematic analysis revealed concepts of autonomy, procedural access, and intentionality of education. Residents showed statistical improvement in 4/10 milestones and 26/27 self-assessed performance items. Of 14 residents, 6 scored ≥4 on all milestones by the end of the year. CONCLUSIONS: Our curriculum demonstrates a valuable role for the pediatric UC in the procedural and clinical education of pediatric residents. Practical implications and assessment tools of such a curriculum may be valuable for others interested in integrating this learning experience into their current educational model.
