36. CHANGE IN RESIDENT KNOWLEDGE AND PERCEPTIONS OF DAILY PROGRESS NOTES FOLLOWING AN EDUCATIONAL INTERVENTION

Introduction Physicians enter residency with variable proficiency in note writing and knowledge of note purpose. Best practice guidelines give learners some direction, but may not provide adequate explanation about the importance and purposes of progress notes. Objective Test the efficacy of a workshop intervention on changing resident knowledge, attitudes, and beliefs about progress notes. Methods An educational workshop was constructed by residents and faculty stakeholders based on review of the literature, institutional best practices, and a previously designed note assessment tool. Residents from a mid-sized pediatric residency program attended a workshop consisting of best practice didactics and small group work using the tool to assess example progress notes. Participants completed a 22-question online survey (Qualtrics) before and after the workshop to evaluate knowledge of progress note components and attitudes regarding note importance. Pre-post analysis was performed with Chi square testing for true/false questions and Mann-Whitney testing for Likert scale questions. Results Pediatric residents (n=26, 79% response rate) completed the pre-intervention online survey, and 23 (70%) completed the post-intervention survey. Accurate response rate improved in 15/20 of the true/false content questions, with a statistically significant improvement in five of them (p Discussion/Conclusion This study suggests that a workshop intervention is an effective method of educating pediatric residents on progress note best practices. Further studies should assess the impact of the intervention on sustained resident knowledge and beliefs about progress notes and subsequent note quality.