P3.277: Neonatal CardioCraze: Empowering Hearts, Enlightening Minds — An Interprofessional Neonatal Cardiology Curriculum

Background: Neonates with congenital heart disease (CHD), especially those born prematurely, require specialized care rooted in cardiopulmonary physiology and complex multidisciplinary coordination. Educational exposure to neonatal cardiology varies widely across neonatal-perinatal medicine (NPM) and pediatric cardiology fellowship programs. This gap is particularly evident in settings where neonates are managed primarily by neonatologists or cardiologists, such as NICUs or CICUs. Interprofessional education—where professionals learn with, from, and about each other—improves collaboration and quality of care (CAIPE 1997 & 2006). Neonatal CardioCraze is an innovative, asynchronous online curriculum created to deliver high-quality education on neonatal CHD to interprofessional providers in various settings. The Big Dreams for Tiny Hearts team, consisting of fellowship trainees and board-certified physicians in neonatal-perinatal medicine, pediatric cardiology, pediatric critical care, and pediatric cardiac critical care ensured that content for this curriculum reflected diverse clinical experiences and addressed the shared learning needs of providers across the targeted specialties.

Methods: The curriculum was developed using Kern’s six-step approach, grounded in the cognitive theory of multimedia learning and constructivist learning theory. Three modules (on delivery room planning and delivery room management in CHD) will be piloted over the next six months with 16 NPM fellows across all training years within the Military Health System, where CHD care often occurs outside dedicated cardiac centers and in remote locations. Each module includes short, segmented video lectures from previously recorded webinar sessions, interactive activities (See Figure 1), downloadable tools, reflection prompts, and knowledge checks. Each module begins with a baseline knowledge and confidence assessment and ends with a post-test and feedback survey. Time-spaced retention assessments at 1, 3, 6, and 12 months following enrollment in the module will evaluate long-term retention and application of knowledge in the learner’s clinical practice.

Results: Implementation is underway. Early metrics will include completion rates, satisfaction scores, and engagement with interactive content. Qualitative feedback will guide iterative refinement of the existing and future modules. Time-spaced follow-up quizzes and surveys will assess long-term retention and clinical application. We hypothesize that learners will demonstrate increased knowledge, increased confidence in CHD delivery planning, and strong engagement with interactive components following module completion.

Conclusion: Neonatal CardioCraze addresses a critical educational gap by delivering clinically relevant, physiology-based CHD education in a flexible, scalable format via Heart University. Unlike traditional lectures or restricted-access webinars, this curriculum emphasizes interactivity, learner autonomy, and cross-disciplinary collaboration and knowledge. Its free availability makes it accessible to providers in rural, underserved, and international settings. If pilot data support feasibility and engagement, CardioCraze may serve as a model for specialty education in other fields where cross-specialty collaboration enhances patient outcomes.