Standardized Tool for Prophylaxis (SToP) of venous thromboembolism: An asynchronous curriculum to enhance venous thromboembolism prevention in pediatric inflammatory bowel disease
Hilary K. Michel, Arianna Henning, Jeff Barbee, Jaclyn Gish‐Lieberman, Sabina AliAbstract
Objectives
Compared to those without inflammatory bowel disease (IBD), pediatric patients with IBD are at three‐ to sevenfold increased risk for venous thromboembolism (VTE), a complication associated with substantial morbidity and mortality. Despite this risk, gaps persist in clinician awareness, and standardized education and guidelines regarding prevention are lacking. We aimed to improve pediatric healthcare provider knowledge and confidence regarding VTE prevention in patients hospitalized with active IBD.
Methods
We created a three‐module, online, asynchronous educational course. Using a pre–post survey design, we studied self‐reported confidence and knowledge. Responses were measured using 5‐point (confidence) and 3‐point (knowledge) Likert scales, with higher scores reflecting greater confidence/knowledge. Post‐course satisfaction was also measured. Change in confidence was analyzed using linear regression, and knowledge change using Wilcoxon signed‐rank tests.
Results
Sixty‐five participants completed the course; 55% attending physicians, 71% female, 73% practiced in an academic setting. Mean ( M ) confidence in VTE prevention increased from pre‐ ( M = 2.57, standard deviation [SD] = 0.98) to post‐test ( M = 4.07, SD = 0.60), p < 0.001. Median (Md) knowledge also increased from the module one pre‐ (Md = 3.00, interquartile range [IQR] = 1.00) to post‐test (Md = 3.00, IQR = 0.00), p < 0.001, and module two pre‐ (Md = 2.00, IQR = 1.00) to post‐test (Md = 3.00, IQR = 0.00), p < 0.001. Participants reported high levels of satisfaction with the curriculum.
Conclusions
A brief, asynchronous educational intervention significantly improved clinician knowledge and confidence in VTE prevention for pediatric patients hospitalized with active IBD. Scalable online curricula may represent an effective strategy to address educational gaps and support improved clinical care in high‐risk populations.