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Pediatric resident trauma education is suboptimal due to lack of acurriculum and limited trauma experience and education resources. The objective of thestudy was to test knowledge retention and acceptability of interactive spaced education(ISE) in pediatric trauma. Prospective, randomized trial involving 40 physicians in apediatric emergency department was used. Instrument was comprised of 48 multiple-choicequestions (evaluative component) and answer critiques (educational component) onpediatric trauma divided into two modules. The instrument was assessed for test–retestreliability, item difficulty, and construct validity. Intervention consisted of onlineadministration of each module as eight spaced emails (3 questions each) over a course of4 weeks and was repeated after 2 and 4 months. Participants received an answer critiqueon committing to an answer. Primary outcome was difference in mean percentage of correctanswers at 2 and 4 months versus baseline. Paired t test and effect size (d) wereperformed. Secondary outcome was exit-survey of ISE acceptability. There was significantimprovement at 2 months (8.0, 95% confidence intervel [CI] = [3.6, 12.5], d = 0.75), butimprovement at 4 months (1.6, 95% CI = [−4.5, 7.7], d = 0.18) was not significant. Sixtypercent would retake and recommend ISE to others. Interactive, spaced education improvesknowledge in pediatric trauma and is well accepted. Studies are required to determinethe optimal spacing interval for this form of education

Interactive Spaced Online Education in Pediatric Trauma