@Article{chd.12626,
AUTHOR = {Ashley E. Neal, Elizabeth Lehto, Karen Hughes Miller, Erin Davis, Craig Ziegler},
TITLE = {A qualitative assessment of pediatric cardiology core content: Comments from Kentucky trainees, pediatricians, and pediatric cardiologists},
JOURNAL = {Structural and Congenital Heart Disease},
VOLUME = {13},
YEAR = {2018},
NUMBER = {5},
PAGES = {788--793},
URL = {http://www.techscience.com/schd/v13n5/39042},
ISSN = {3071-1738},
ABSTRACT = {<b>Objective:</b> The 2016 American Board of Pediatrics (ABP) content outline is comprehensive, including
more than 50 cardiology-specific objectives within eight content areas. This study complements the
quantitative analysis of a Kentucky-wide survey of trainees, pediatricians, and pediatric cardiologists
asking them to identify “most important” cardiology content by analyzing their open-ended comments about “what should be added” and “why?” within these eight categories.<br/>
<b>Design, Methods, Outcome Measures:</b> This cross-sectional study used an original, online survey
instrument based on the 2016 ABP cardiology-specific objectives. We began an initial analysis of
the qualitative data using Pandit’s version of Glaser and Strauss Grounded theory (constant comparison). However, upon finding an abundance of comments focused on Diagnosis, we proceeded
with a secondary analysis that further categorized Diagnosis comments into three themes aligned
with Bloom’s taxonomy. Additional comments focused on Management and clustered into Emergent/Acute Care (Resuscitation); Short-term Care (Inpatient); and Longitudinal Care (Outpatient).<br/>
<b>Results:</b> Of the 136 respondents, 23 (17%) were residents, 15 (11%) fellows, 85 (62%) pediatricians,
and 13 (10%) pediatric cardiologists with 80% of attendings having faculty/gratis faculty status. The
open-ended questions “what needs to be added” and “why” generated 93 comments; 60 of which
focused on Diagnosis; further classified as Recognize (16), Differentiate (12), and Evaluate (32).
Management comments were related to acuity and care setting, grouped as Emergent/Acute Care
(Resuscitation) [10]; Short-term Care (Inpatient) [6]; and Longitudinal Care (Outpatient) [17].<br/>
<b>Conclusions:</b> The 93 comments analyzed for this article showed a distinct preference for all
respondents, trainees, pediatricians, and cardiologists alike, to value the addition of diagnostic skills
with emphasis in the “evaluate” skill set as important cardiology curricular content beyond that
included in the 2016 ABP cardiology-specific objectives. Responses could be used to provide practical guidance for curriculum design and reform.},
DOI = {10.1111/chd.12626}
}