Duraes Martha, Captier Guillaume, Micheau Antoine, Hoa Denis, Rathat Gauthier
Department of Obstetrics and Gynecology, Montpellier University Hospital, Montpellier, France.
Laboratory of Anatomy, Faculty of Medicine, University of Montpellier, Montpellier, France.
Surg Radiol Anat. 2023 Dec;45(12):1629-1634. doi: 10.1007/s00276-023-03254-0. Epub 2023 Oct 24.
Anatomical knowledge of medical students and residents is insufficient and further anatomical sciences throughout medical curriculum may be necessary. The first aim of this study was to assess pelvic and perineal anatomical knowledge retention of Obstetrics and Gynaecology (Ob/Gyn) residents. The second was to assess the impact of an e-learning tool on anatomical knowledge.
A survey was sent by mail to medical students and Ob/Gyn residents. After completion, Ob/Gyn residents were randomised to "e-learning" group or to "Control" group. "E-learning" group had an unlimited access to a tool about female pelvic and perineum anatomy, implemented by iMAIOS society in their online platform. A second assessment of residents' anatomical knowledge was done 2 months after randomisation.
Ob/Gyn residents (N = 23) had a significant lower global score than third-year medical students (N = 103) (22.1% (± 10.2) vs 43.8% (± 12.1), p < 0.0001). Two months after randomisation, residents of "control" group demonstrated no significant difference between the two questionnaires (3.6%, p = 0.31), whilst the "e-learning" group demonstrated a significant increase overall (10.6%, p = 0.09). There was no significant difference on the post-intervention questionnaire between control and "e-learning" group (25.4% vs 33% respectively, p = 0.34).
Knowledge of pelvic and perineal anatomy is poor. This e-learning tool aimed at improving anatomical knowledge retention but is not sufficient. A combination of traditional approaches and innovative solutions should be proposed throughout medical school and residency to maintain anatomical knowledge.
医学生和住院医师的解剖学知识不足，可能需要在整个医学课程中进一步开展解剖学相关课程。本研究的首要目的是评估妇产科住院医师对骨盆和会阴的解剖学知识的掌握情况。其次是评估一种电子学习工具对解剖学知识的影响。
通过邮件向医学生和妇产科住院医师发放调查问卷。完成调查后，将妇产科住院医师随机分为“电子学习”组和“对照组”。“电子学习”组可无限制访问由iMAIOS协会在其在线平台上提供的关于女性骨盆和会阴解剖学的工具。随机分组2个月后，对住院医师的解剖学知识进行第二次评估。
妇产科住院医师（N = 23）的总体得分显著低于三年级医学生（N = 103）（分别为22.1%（±10.2）和43.8%（±12.1），p < 0.0001）。随机分组2个月后，“对照组”住院医师在两份问卷之间未显示出显著差异（3.6%，p = 0.31），而“电子学习”组总体上有显著提高（10.6%，p = 0.09）。对照组和“电子学习”组在干预后问卷上没有显著差异（分别为25.4%和33%，p = 0.34）。
骨盆和会阴解剖学知识掌握情况较差。这种旨在提高解剖学知识掌握程度的电子学习工具并不充分。在整个医学院校和住院医师培训期间，应结合传统方法和创新解决方案来维持解剖学知识。
