Interactive Learning Modules With Visual Feedback Improve Resident Learning in Colposcopy
| Autor: | Erin L. Nelson, Jennifer F. Knudtson |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Adult
Male Health Knowledge Attitudes Practice Formative Feedback education Graduate medical education MEDLINE Article Interactive Learning Education Distance 03 medical and health sciences 0302 clinical medicine Obstetrics and gynaecology Physicians Intervention (counseling) medicine Humans Learning Curriculum Accreditation Colposcopy Medical education 030219 obstetrics & reproductive medicine medicine.diagnostic_test business.industry Internship and Residency Obstetrics and Gynecology General Medicine Middle Aged Education Medical Graduate Gynecology 030220 oncology & carcinogenesis Female Clinical Competence business |
| Zdroj: | J Low Genit Tract Dis |
| ISSN: | 1526-0976 |
| DOI: | 10.1097/lgt.0000000000000515 |
| Popis: | Objective The Accreditation Council for Graduate Medical Education and the Council on Resident Education in Obstetrics and Gynecology have milestones and/or competencies relating to colposcopy; however, the optimal way to reach these objectives is not proscribed and left to individual programs. Here, we aim to assess resident skill, confidence levels, perceived level of knowledge, and satisfaction with colposcopic training before and after implementation of a new interactive learning module with visual feedback. Materials and methods A new online educational intervention was developed by the author (E.L.N.) based on adult learning theory and introduced into our obstetrics and gynecology resident colposcopy curriculum in July 2014. We assessed performance on an objective competency examination administered at baseline and repeated after 6 months of our 24 residents.In addition, we assessed resident confidence levels, perceived level of knowledge, and satisfaction with training before and 6 months after intervention. Results Scores on a national online examination improved after the intervention (p = .014). Significant improvements on the examination were seen in the sections of medical knowledge (p = .031) and management (p = .011). Residents' perceived knowledge increased significantly after the intervention (p = .030). Conclusions Learning outcomes improved after introduction of a novel teaching intervention. |
| Databáze: | OpenAIRE |
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