From the Department of Obstetrics, Gynecology, and Reproductive Sciences, the University of Pittsburgh, Pittsburgh, Pennsylvania and the Department of Obstetrics and Gynecology, Northwestern University, Chicago, Illinois.
South Med J. 2020 Nov;113(11):531-537. doi: 10.14423/SMJ.0000000000001165.
The purpose of this study was to evaluate whether a game show-based curriculum improves obstetrics and gynecology (OBGYN) residents' confidence in and understanding of the principles of reproductive infectious disease (RID), clinical manifestations and sequelae of sexually transmitted infection (STI), and management of serious long-term consequences of STIs.
A game show-based curriculum was developed from the basic principles of RID, which include the following: (1) distinguishing between clinical manifestations of STIs and management of long-term sequelae of STIs; (2) evaluation and management of common gynecologic infectious diseases, including chronic vaginitis, pelvic inflammatory disease, and other pelvic infections; (3) diagnosis and management of perinatal infectious diseases, such as parvovirus, varicella-zoster virus, cytomegalovirus, human immunodeficiency virus, toxoplasmosis, and infection-mediated prematurity; (4) evaluation and management of obstetric and gynecologic postoperative infections; and (5) diagnosis and management of acute and chronic human immunodeficiency virus and hepatitis C virus infections in pregnancy. OBGYN residents at a large urban academic training program were randomized to either a -style educational game show intervention plus a traditional didactic-based curriculum or traditional didactic-based curriculum alone. The study team recruited participants by sending out an e-mail to all of the residents, detailing the study and consent process. Participants from both the intervention and control groups completed confidence and knowledge-based pretests. Posttests were administered 4 weeks after completion of the pretests. Statistical methods were applied to analyze the data.
Thirty-eight residents were randomized to a -style game show-based educational intervention (n = 19) or to a traditional didactic-based curriculum (n = 19). All of the participants (100%) completed the pre- and posttests. Pretest median scores were similar between both groups, in which the group had a median score of 48.5 and the traditional group had a median score of 51.4 ( = 0.091). The group median test scores improved between the pretest and posttest (48.5 vs 62.8, ≤ 0.001). The traditional didactic-based curriculum had a minimal increase in its median posttest scores (51.4 compared with 54.2, = 0.773). The group had significantly higher posttest median scores and confidence scores than the traditional didactic-based curriculum ( = 62.8, traditional = 54.2, = 0.002).
A game show-based curriculum improves OBGYN residents' confidence and retention of knowledge regarding RIDs, clinical manifestations and sequelae of STIs, and management of serious long-term consequences of STIs. Additional studies that include longer posttest time intervals are needed to assess the longer-term impact of game show-based curriculum on knowledge retention among OBGYN residents.
本研究旨在评估以游戏节目为基础的课程是否能提高妇产科住院医师对生殖传染病（RID）原则、性传播感染（STI）的临床表现和后遗症、以及严重 STI 长期后果的管理的信心和理解。
以 RID 的基本原则为基础，制定了以游戏节目为基础的课程，包括以下内容：（1）区分 STI 的临床表现和 STI 长期后遗症的管理；（2）评估和管理常见的妇科传染病，包括慢性阴道炎、盆腔炎和其他盆腔感染；（3）诊断和管理围产期传染病，如细小病毒、水痘带状疱疹病毒、巨细胞病毒、人类免疫缺陷病毒、弓形虫病和感染介导的早产；（4）评估和管理妇产科手术后感染；（5）诊断和管理妊娠急性和慢性人类免疫缺陷病毒和丙型肝炎病毒感染。在一个大型城市学术培训项目中的妇产科住院医师被随机分为 - 式教育游戏节目干预加传统基于讲座的课程或传统基于讲座的课程。研究小组通过向所有住院医师发送电子邮件来招募参与者，详细说明研究和同意过程。来自干预组和对照组的参与者都完成了信心和基于知识的预测试。在完成预测试后 4 周进行后测试。应用统计方法分析数据。
38 名住院医师被随机分配到 - 式游戏节目教育干预组（n = 19）或传统基于讲座的课程组（n = 19）。所有参与者（100%）都完成了预测试和后测试。两组的预测试中位数得分相似，其中 - 式组的中位数得分为 48.5，传统组的中位数得分为 51.4（= 0.091）。- 式组的测试分数在预测试和后测试之间有显著提高（48.5 对 62.8，≤0.001）。传统基于讲座的课程的后测试中位数分数仅略有增加（51.4 对 54.2，=0.773）。- 式组的后测试中位数得分和信心得分明显高于传统基于讲座的课程（=62.8，传统=54.2，=0.002）。
以游戏节目为基础的课程提高了妇产科住院医师对 RID、STI 的临床表现和后遗症、以及严重 STI 长期后果的管理的信心和知识保留。需要进行更多包括更长后测时间间隔的研究，以评估游戏节目为基础的课程对妇产科住院医师知识保留的长期影响。
