Objective: Reading, interpreting, and managing fetal heart tracings is a core skill in obstetrics. However, the content is not often tested on board exams and, thus, may be absent from or lacking in many pre-clerkship medical school curriculums. This gap creates the need for a formal education on fetal heart tracing during clinical training. The purpose of this resource is to instruct MS3 students on the reading, interpretation and management of fetal heart tracings.
Methods: The intervention included a 12-question pre-quiz to establish baseline knowledge, an approximately 3-minute video, and an identical post-quiz to assess improvement of knowledge and effectiveness of the video. The content of the video was researched, written and assembled primarily by a fourth-year medical student using a variety of established resources including the ACOG practice bulletin and various educational websites. A video with the student\'s voice over was created using fetal heart tracings from various sources and was posted as an embedded link on Canvas. Pre and post module quizzes were posted to Canvas. The quiz questions were grouped into three categories: basic knowledge, interpretation, and management. Pre and post module scores were provided to the student for formative learning. All of the content is completely free and available to anyone with internet access.
Results: Comparing average post to pre test scores, there was statistically significant increase of 1.0 point (P = 0.0006). Four questions (Q1, Q7, Q8, Q9) showed statistically significant improvement (P < 0.05) and included: one basic knowledge question (Q1), two interpretation questions (Q7, Q8), and one management question (Q9). Questions 6 (interpretation) and 12 (management) showed a non-statistically significant decrease in correct answers from the pre-video quiz to post-video quiz. Almost all of the students (90%) surveyed found the module both effective and helpful while rotating on Labor and Delivery.
Conclusion/ Discussion: This FHT module is an effective and efficient way to incorporate formal learning of the topic into the OB/GYN clinical rotation. Students have found this module a helpful and worthwhile tool for learning FHT. Peer-to-peer leaning can be an effective and acceptable way to incorporate didactic learning into the clerkship curriculum.
Topics: Faculty Development Seminar, 2022, Student, Faculty, Patient Care, Medical Knowledge, UME, Assessment, Independent Study,
