University of Texas Health Science Center at San Antonio.
J Low Genit Tract Dis. 2020 Apr;24(2):215-220. doi: 10.1097/LGT.0000000000000515.
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.
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.
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).
Learning outcomes improved after introduction of a novel teaching intervention.
毕业后医学教育认证委员会和妇产科住院医师教育委员会在阴道镜检查方面有里程碑和/或能力标准；然而，实现这些目标的最佳方式并未规定，而是留给各个项目。在这里，我们旨在评估在实施新的具有视觉反馈的互动学习模块前后，居民的技能、信心水平、感知知识水平和阴道镜检查培训满意度。
作者（E.L.N.）根据成人学习理论开发了一个新的在线教育干预措施，并于 2014 年 7 月将其引入我们的妇产科住院医师阴道镜检查课程。我们在基线时和 24 名住院医师接受干预后 6 个月时进行了一项客观能力考试，评估了他们的表现。此外，我们在干预前后评估了居民的信心水平、感知知识水平和培训满意度。
在线考试的分数在干预后有所提高（p =.014）。在医学知识（p =.031）和管理（p =.011）部分，考试成绩显著提高。居民的感知知识在干预后显著增加（p =.030）。
在引入新的教学干预措施后，学习成果得到了提高。
