Abstracts

Rationale: Formal programming for pediatric epilepsy education is sparse. An advanced practice practitioner starting to treat pediatric epilepsy patients often has to rely on "on the job" training. A ten-hour online curriculum on pediatric epilepsy was designed utilizing previous experience and published recommendations to improve knowledge, EEG skills, and attitudes related to treatment. Emphasis was placed on treatment related to quality of life in patients with epilepsy including avoidance of medication side effects, treatment of attention deficit disorder and depression, the use of dietary therapies in certain disease states such as GLUT1 deficiency and Doose Syndrome and appropriate referral for surgical resection. We assessed the feasibility and potential effectiveness of this course. Methods: This was a pilot study in which we tracked attendance and tested content acquisition using pre- vs. post-test questionnaires developed and validated with input from and testing in epileptologists. Content assessed included: knowledge (medications, clinical scenarios), EEG skills, and provider attitude regarding treating epilepsy patients. Mean pre- vs. post-test scores were compared using paired t-tests. Results: Three successive 10-week courses were conducted. A total of 29 advanced practice practitioners started the course, with typical attendance ~85% and never below 50%. 22 participants (76%) completed the course, with drop-outs due to health problems (3), inapplicable content (3), and poor internet (1). Most practitioners reported taking the course to learn to classify epilepsy or to interpret EEGs and imaging better, but felt that learning to treat ADHD or depression would help their patients more. 15 practitioners had less than 3 years of experience with 14 > 3 years. On average, course completers showed improvements: EEG skills increased 30.5% (p < 0.001 ), medication knowledge increased 13.2% (p=0.001 ),and attitude about treating pediatric epilepsy patients (agreeing or strongly agreeing with knowing how to assess and treat issues related to pediatric epilepsy as well as enjoying seeing children with epilepsy) improved 27.3% (p < 0.001). At borderline statistical significance, clinical scenario knowledge increased 6.4% (p=0.12). Conclusions: This pilot study shows feasibility and potential educational benefit of a ten-hour online course on pediatric epilepsy. With high levels of attendance and good completion rate, we saw improvements in content test scores for skills, attitudes, and knowledge. Further development and evaluation of this educational program is warranted, as it may provide a convenient and effective option for continuing education and hard-to-reach students such as advanced practice practitioners. Funding: This study was funded by The Johns Hopkins All Childrens Foundation.