Purpose: To evaluate whether a game-show based curriculum improves obstetrics and gynecology residents’ understanding of (1) reproductive infectious diseases, clinical manifestations and sequelae of sexually transmitted diseases (STDs), and (2) management of potentially serious long-term consequences of STDs.
Background: Game show-based teaching interventions have been successfully implemented across medical education (1, 2-4). The Jeopardy model is ideally structured to facilitate learning theory principles when applied in an educational context. Reproductive infectious disease (RID) is a fundamental component of general obstetrics and gynecology (OBGYN) training yet, limited formal curriculum exists for this topic. This study reports the development of an RID game-show based curriculum, the competitions, and the impact of such on knowledge retention.
Methods: Obstetrics and gynecology residents at an academic training program were randomized to either (1) a Jeopardy educational intervention plus a traditional didactic-based curriculum or (2) traditional didactic-based curriculum alone. Each cohort completed a baseline online knowledge confidence survey and knowledge-based pre-test. Study participants played Jeopardy and completed the session. Four weeks after the completion of the pre-test, all participants completed an online post-test and confidence survey to assess knowledge retention and learner confidence.
Results: Thirty-eight residents were randomized to a Jeopardy game show based educational intervention (n=19) or to traditional didactic-based curriculum (n=19). Pre-test scores were similar between both groups (52.5% vs 49.1%, p=0.0986). The Jeopardy group saw a 14.5% improvement between the pre-test and post-test scores (49.1% v 63.6%, < p=0.001). The traditional group saw a minimal increase in their post-test scores (52.5% vs 53.1%, p=0.653). The Jeopardy group had significantly higher post-test scores than the traditional group (53.1% vs 63.6%, p=0.0007). There was no statistically significant difference in post-assessment scores between resident level of training. Results yielded statistical significance in the confidence levels of the Jeopardy group (n=11) (2.6 vs 3.3, p= < 0.001) but not in Traditional group (n=10) (2.8 vs 2.9, p=0.48).
Discussions: A game-show based curriculum improves obstetrics and gynecology residents’ retention of knowledge regarding reproductive infectious diseases, clinical manifestations and sequelae of STDs, and management of potentially serious long-term consequences of STDs. Gamification of clinical topics is feasible and an effective tool in resident teaching.
Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Practice-Based Learning & Improvement, GME, Simulation, Team-Based Learning, Infectious Disease, General Ob-Gyn,
Sharlay Butler, MD, University of Pittsburgh; Megan Runge, MS; Magdy Milad, MD
