Guided outcomes in learned efficiency model in clinical medical education: a randomized controlled trial of self-regulated learning.

Autor: Patil AS; Departments of Obstetrics and Gynecology and Medicine, Indiana University School of Medicine, Indianapolis, IN., Elnaggar AC; Department of Gynecology and Obstetrics, the Ohio State University College of Medicine, Columbus, OH., Kumar S; Department of Obstetrics and Gynecology, University of Tennessee Health Science Center, Memphis, TN., Ling FW; Women's Health Specialists, Germantown, TN., Stritter FT; University of North Carolina School of Medicine, Chapel Hill, NC., Temiyakarn L; Department of Radiology, University of Tennessee Health Science Center, Memphis, TN., Tillmanns TD; Division of Gynecologic Oncology, Department of Obstetrics and Gynecology, University of Tennessee Health Science Center-West Clinic, Memphis, TN.
Jazyk: angličtina
Zdroj: American journal of obstetrics and gynecology [Am J Obstet Gynecol] 2014 Nov; Vol. 211 (5), pp. 544.e1-7. Date of Electronic Publication: 2014 Jun 04.
DOI: 10.1016/j.ajog.2014.05.048
Abstrakt: Objective: The guided outcomes in learned efficiency (GOLE) model emphasizes the use of evidence-based resources to understand the diagnosis, treatment, follow-up, and prevention of disease. We seek to determine whether presentations created using the GOLE model are superior to an unstructured approach in achieving Accreditation Council for Graduate Medical Education (ACGME) Core Competencies.
Study Design: Consenting medical students were randomized to GOLE or control groups to individually research a self-selected clinical topic. A validated survey instrument was used prepresentation and postpresentation to assess perceived improvement in knowledge. Subjects completed self-evaluations at enrollment and after presentation of their chosen clinical topic. Other students, residents, and a faculty member also completed evaluations after each student presentation. Standard statistical methods (analysis of variance, 2-tailed t test) were used to determine if a statistically significant difference existed between intervention and control groups.
Results: Self-assessments were similar in the GOLE and control groups. Externally perceived presentation scores were greater in the GOLE group (ACGME global P < .0001, presentation global P = .07), which demonstrated a significant improvement in 5 core competencies. Time spent preparing the presentation and resources utilized did not differ between groups.
Conclusion: The presentations prepared using the GOLE model were rated higher by observers than those prepared using traditional techniques.
(Copyright © 2014. Published by Elsevier Inc.)
Databáze: MEDLINE
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