From the University of Wisconsin, School of Medicine and Public Health.
Department of Obstetrics and Gynecology, University of Wisconsin, School of Medicine and Public Health.
Urogynecology (Phila). 2023 May 1;29(5):504-510. doi: 10.1097/SPV.0000000000001303. Epub 2022 Nov 11.
Residency education is moving toward competency-based learning, which requires novel educational methods. One solution is structured learning through a formalized curriculum.
The purpose of this study is to evaluate the educational aspects of a novel structured curriculum in female pelvic medicine and reconstructive surgery.
This was a prospective cohort study of third-year obstetrics and gynecology residents who rotated on the female pelvic medicine and reconstructive surgery service. The curriculum was organized into 7 specific topics with weekly required reading, key specialty articles, and reviewed quizzes on subspecialty topics adapted from the American Board of Obstetrics and Gynecology Guide to Learning. A prerotation and postrotation self-assessment of pelvic anatomy and pelvic floor dysfunction content comprehension was assessed using a Likert scale (0-10) for each domain.
Obstetrics and gynecology residents from 4 academic years resulted in a total of 17 paired assessments for analysis. Each of the 7 domains showed significant improvement among all academic years, with a mean increase of 4.9 ± 0.8 points ( P < 0.001). The 2 domains that showed the greatest improvement were stress urinary incontinence (5.5 ± 1.3, P < 0.001) and pelvic organ prolapse (5.5 ± 1.9, P < 0.001). There was no significant association between score improvement and the number of previous surgical rotations or having the rotation in the first or second half of the academic year.
This study demonstrated that a structured curriculum in female pelvic medicine and reconstructive surgery was associated with significant improvement in self-assessed perceived resident knowledge during the subspecialty rotation. This approach could be applied to other rotations and direct education curriculum development.
住院医师教育正在向以能力为基础的学习转变，这需要新的教育方法。一种解决方案是通过正式的课程进行结构化学习。
本研究旨在评估一种新的结构化课程在女性盆底医学和重建外科学中的教育方面。
这是一项对第三年妇产科住院医师进行的前瞻性队列研究，他们在女性盆底医学和重建外科服务部门轮转。该课程分为 7 个具体主题，每周都有必读读物、专业文章和针对妇产科委员会学习指南中改编的专科主题的复习测验。在旋转前后，使用 0-10 的李克特量表对骨盆解剖学和盆底功能障碍内容理解的自我评估进行评估。
来自 4 个学年的妇产科住院医师共有 17 对评估进行了分析。所有学年的 7 个领域都有显著的改善，平均增加了 4.9 ± 0.8 分（P < 0.001）。改善最大的两个领域是压力性尿失禁（5.5 ± 1.3，P < 0.001）和盆腔器官脱垂（5.5 ± 1.9，P < 0.001）。评分的提高与之前的手术轮转次数或在学年的前半或后半部分进行轮转没有显著关联。
本研究表明，女性盆底医学和重建外科学的结构化课程与住院医师在专科轮转期间自我评估的知识感知显著提高有关。这种方法可以应用于其他轮转和直接教育课程的发展。
