Posters IV - The American Academy of Clinical Toxicology

y phone for follow-up. Average monthly call volume at the GhPCC increased significantly from three to
eight and a half calls per month in the six months pre- and post-implementation (two-tailed p=0.016).
Percent calls from outside the Ridge Hospital also increased from 27% to 62%, but this change was not
statistically significant (two-tailed p=0.093). Conclusions: Nurses who gave the health talks effectively
reached large numbers of mothers. Overall call volume to the GhPCC increased significantly in the six
months after program implementation. A trend toward increased utilization of the GhPCC hotline by
community members and healthcare providers working outside the Ridge Hospital was also noted. More
work is needed to raise public awareness of GhPCC services in Ghana, and to understand the barriers to
PC utilization in the region.
278
Comparison of Educational Outcomes in Residents Receiving Internet Acetaminophen Curriculum vs.
Live Lecture
Andrew Stolbach 1
1 Johns Hopkins University, Baltimore MD USA
Background: A great number of poisoned patients are treated by emergency physicians without
subspecialty training in toxicology. Medical Toxicology is co-sponsored as a subspecialty by the
American Board of Emergency Medicine. Many toxicologists gain interest in their subspecialty
during EM residency training. Despite the relationship between EM and medical toxicology,
many EM residencies do not have a toxicologist on faculty or a dedicated toxicology rotation.
Our objective was to compare educational outcomes in residents attending a live lecture on
acetaminophen poisoning with those completing an internet learning module. Methods: We
developed an internet-based acetaminophen education module. The module was formatted as a
series of clinical vignettes. The module concludes with a posttest which was formatted in 4-
choice best answer format. Items were written with the assistance of a specialist in education
assessment and reviewed by outside toxicologists. The same posttest was administered to three
separate groups: 1) "No training"- 33 residents and medical students who had no instruction
2)"Live lecture"- 26 residents who had a live lecture delivered by a senior non-toxicology faculty
3) "Internet module"- 9 residents who took the internet curriculum. The first two groups were a
convenience sample of EM residents. The third group consisted of EM residents. The "live
lecture" and "internet module groups completed the posttest immediately after the didactics.
Three months after completing the module, the "internet module" group curriculum took a second
follow-up test with items testing same objectives as the initial posttest. Outcomes measured were
posttest scores (all groups) and 3-month posttest scores ("Internet module" group only.) Results
were compared using two-tailed t-test. Results: The mean score for the "no training" group was
46% (95% CI: 38%-54%.)The mean posttest score for the "live lecture" group was 51% (95% CI:
42%-60%) The mean posttest score for the "internet module" group was 77% (95% CI: 65%-
91%) and the mean 3-month follow-up score for the "internet module" group was 83% (95% CI:
71%-95%.) In the internet learning group the mean posttest score and 3-month follow-up score
were significantly higher (p