Morgan Helen, Marzano David, Lanham Michael, Stein Tamara, Curran Diana, Hammoud Maya
Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA; Department of Medical Education, University of Michigan Medical School, Ann Arbor, MI, USA;
Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA; Department of Medical Education, University of Michigan Medical School, Ann Arbor, MI, USA.
Med Educ Online. 2014 Nov 26;19:25746. doi: 10.3402/meo.v19.25746. eCollection 2014.
The implementation of the Accreditation Council for Graduate Medical Education (ACGME) Milestones in the field of obstetrics and gynecology has arrived with Milestones Level One defined as the level expected of an incoming first-year resident.
We designed, implemented, and evaluated a 4-week elective for fourth-year medical school students, which utilized a multimodal approach to teaching and assessing the Milestones Level One competencies.
The 78-hour curriculum utilized traditional didactic lectures, flipped classroom active learning sessions, a simulated paging curriculum, simulation training, embalmed cadaver anatomical dissections, and fresh-frozen cadaver operative procedures. We performed an assessment of student knowledge and surgical skills before and after completion of the course. Students also received feedback on their assessment and management of eight simulated paging scenarios. Students completed course content satisfaction surveys at the completion of each of the 4 weeks.
Students demonstrated improvement in knowledge and surgical skills at the completion of the course. Paging confidence trended toward improvement at the completion of the course. Student satisfaction was high for all of the course content, and the active learning components of the curriculum (flipped classroom, simulation, and anatomy sessions) had higher scores than the traditional didactics in all six categories of our student satisfaction survey.
This pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System.
研究生医学教育认证委员会（ACGME）产科和妇科领域的里程碑已经实施，其中一级里程碑被定义为即将入学的一年级住院医师应达到的水平。
我们设计、实施并评估了一项针对医学院四年级学生的为期4周的选修课，该课程采用多模式方法来教授和评估一级里程碑能力。
这一78小时的课程采用了传统的讲授式讲座、翻转课堂主动学习环节、模拟传呼课程、模拟培训、防腐尸体解剖以及新鲜冷冻尸体手术操作。我们在课程开始和结束时对学生的知识和手术技能进行了评估。学生们还收到了关于他们对八个模拟传呼场景的评估和管理的反馈。学生们在4周课程的每一周结束时完成课程内容满意度调查。
课程结束时，学生在知识和手术技能方面有了提高。课程结束时，传呼信心呈上升趋势。学生对所有课程内容的满意度都很高，并且在我们学生满意度调查的所有六个类别中，课程的主动学习部分（翻转课堂、模拟和解剖课程）的得分高于传统讲授部分。
这项试点研究展示了一种实用的方法，可为医学院四年级学生做好准备，以达到产科和妇科一级里程碑的要求。随着医学院校和特定专业努力满足ACGME下一认证系统的第一步要求，该课程可作为一个框架。
