SUN-822 Impact of a Pediatric Endocrinology Curriculum on Knowledge in Rwandan Residents

Abstract Disclosure: M. Chen: None. D.E. Stafford: Aardvark Therapeutics, Acadia Pharma, Ascendis Pharmaceuticals, Foundation for Prader-Willi Research (not for profit). R. Florent: None. Introduction--Despite an under-18 population of 5.4 million, Rwanda has just one pediatric endocrinologist. Additionally, there is a paucity of comprehensive and practical endocrinology teaching materials available to trainees for the low-resource context. A teaching team based in the United States and Rwanda, in collaboration with the University of Rwanda, sought to form a comprehensive endocrinology curriculum for pediatric residents in Rwanda. Methods--A full curriculum, based on ABP learning objectives and adapted to low-resource settings, was piloted in 2022 to a volunteer group of PGY-1-4 residents. Utilizing feedback from the pilot group, a revised curriculum was delivered to the PGY-3 class in 2023 and 2024 as a required educational module. Residents completed 10-question pre- and post-module knowledge assessments. Assessment questions were multiple choice and worth one point each for a total possible score of 10 for each assessment. Due to the limited number of residents per class, data is presented descriptively. Results--In 2022, 50% (12 of 25) PGY-1-4 residents consented for the study with 10 completing any assessments and 6 completing pre- and post-assessments. In 2024, 100% (7 of 7) PGY-3 residents consented, with all residents completing both assessments. In 2022, the median pre-score (n = 10) was 5.5/10 (range 2-7) and median post-score (n = 6) was 6/10 (range 5-8); 5/6 residents showed improvement and one resident scored lower on post-assessment. In 2024, the median pre-score (n = 7) was 9/10 (range 3-10) and median post-score (n = 7) was 9/10 (range 4-10). Three residents improved (1-6 points higher on post-assessment) while 4 residents showed no change in score; all 4 had pre-assessment scores of 9 or 10/10. Only one resident in 2024 had prior exposure to the curriculum in 2022 and they showed improvement to their performance after the 2024 curriculum. Discussion--There was a general trend toward greater endocrine knowledge across classes after curriculum delivery. The 2024 PGY-3 class showed stronger endocrine knowledge foundation compared to a mixed class, possibly reflecting increased baseline knowledge gained from patient care or clinical time spent with co-residents who had received the curriculum. Poorer performing residents in both years showed greater improvement. Because limitations include small PGY-3 classes, ongoing data collection from successive classes is planned. Future data collection will also include qualitative feedback of former residents after time spent in real-world practice. Conclusions--Endocrine teaching adapted to a local context and resource availability is practical, achievable, and an essential component to optimize care of pediatric patients in Rwanda. Presentation: Sunday, July 13, 2025