多中心妇产科教育研究：医学生在妇产科实习期间的教育经历和知识成果

Multicenter Urogynecology Study on Education: Medical Student Educational Experiences and Knowledge Outcomes During the OBGYN Clerkship.

作者信息

Martirosian Smith Tovia E, Trowbridge Elisa R, Pastore Lisa M, Smith Steven C, Brennan Matthew C, Dooley Yashika, Matthews Catherine K, Ozel Begüm, Sutkin Gary, Hullfish Kathie L

机构信息

From the Departments of *Obstetrics and Gynecology and †Urology, University of Virginia Health System, Charlottesville, VA; ‡Department of Obstetrics and Gynecology, University of New Mexico, Albuquerque, NM; §Department of Obstetrics and Gynecology, Brooke Army Medical Center, San Antonio, TX; ∥Department of Obstetrics and Gynecology, University of North Carolina, Chapel Hill, NC; ¶Department of Obstetrics and Gynecology, Keck School of Medicine, University of Southern California, Los Angeles, CA; and #Department of Obstetrics, Gynecology, and Reproductive Sciences, University of Pittsburgh, Pittsburgh, PA.

出版信息

Female Pelvic Med Reconstr Surg. 2011 Mar;17(2):100-4. doi: 10.1097/SPV.0b013e31820e9df3.

DOI:10.1097/SPV.0b013e31820e9df3

PMID:22453697

Abstract

OBJECTIVE

: The objective of this study was to describe self-assessed student knowledge of female pelvic medicine (FPM) during the OBGYN clerkship.

METHODS

: Students at 6 sites scored their knowledge of 12 FPM topics and 4 procedures both before and after their clerkship. Analysis included Wilcoxon tests, Spearman correlation, and univariate and multivariate models.

RESULTS

: A total of 323 students completed paired surveys. Mean knowledge scores (KSs) across FPM topics (1.40 ± 0.12; 95% confidence interval) and procedures (0.77 ± 0.08) increased significantly, with larger increases for topics (P < 0.001). Topic and procedure KSs were correlated (rs = 0.32, P < 0.0001). Mean KSs were significantly related to number and number of types of learning experiences (r = 0.13 and 0.08, both P < 0.001). Learning through text and inpatient encounters had independent effects on KS change in multivariate analysis (P = 0.01 and 0.007).

CONCLUSIONS

: Students reported increased knowledge although less for procedures than for topics. Text and inpatient learning independently increased students' self-assessed change in knowledge.

摘要

目的

本研究的目的是描述妇产科实习期间学生对女性盆底医学（FPM）的自我评估知识。

方法

6个地点的学生在实习前后对12个FPM主题和4种操作的知识进行评分。分析包括Wilcoxon检验、Spearman相关性分析以及单变量和多变量模型。

结果

共有323名学生完成了配对调查。FPM主题（1.40±0.12；95%置信区间）和操作（0.77±0.08）的平均知识得分（KSs）显著提高，主题的提高幅度更大（P<0.001）。主题和操作的KSs具有相关性（rs = 0.32，P<0.0001）。平均KSs与学习经历的数量和类型显著相关（r = 0.13和0.08，均P<0.001）。在多变量分析中，通过文本学习和住院患者接触对KS变化有独立影响（P = 0.01和0.007）。