Purpose:
To provide collaborative in-person and online female pelvic anatomy (FPA) education in preparation for the Ob/Gyn clerkship and remedy deficiencies caused by COVID-19.
Background:
The COVID-19 lockdown caused medical students (MS) to miss dissection of FPA. We therefore developed a case-based anatomy curriculum for transitioning third-year MS.
Methods:
We developed a website with 3-D anatomical models and conducted an in-person anatomy lab facilitated by Ob/Gyn faculty/residents around six stations (1-Osteology; 2-Pelvic Floor; 3-Vasculature; 4-Perineum; 5-Uterus; 6-Adnexa). We measured clinical knowledge (multiple-choice quizzes (MCQ)) and confidence in understanding (Likert scale) before (pre-test) and after (post-test) the lab. We used web analytics to examine website usage. We used paired t-test to compare pre- and post-test scores.
Results:
Among 78 MS, pre-test MCQ scores were poor (< 66%) except Station 2 (82%). All post-test MCQ scores improved (P< 0.01) by 17% (Station 2) to 48% (Station 6). Station 1 had the most unique page-views (17.1%) while Station 6 had the least (11.8%), but also the longest connection time (13m:31s). Pre-test surveys indicated the majority of students (55%) disagreed/strongly disagreed they were “confident in their understanding of FAP”. Post-test scores (range 91-99%) and 100% of respondents strongly agreed/agreed the lab improved their understanding of FPA demonstrates the curriculum’s utility.
Discussions:
Due to the curtailment of in-person instruction caused by the COVID-19 lockdown, the majority of students opined they lacked confidence in their understanding of FPA, as validated by low MCQ pre-test scores. Online modules and hands-on anatomy sessions may be effective for OBGYN clerkship preparation.
Topics: CREOG & APGO Annual Meeting, 2022, Student, Resident, Faculty, Clerkship Director, Medical Knowledge, Practice-Based Learning & Improvement, GME, UME, Problem-Based Learning, Team-Based Learning, General Ob-Gyn,
Kelsi Chan, MD, University of Hawaii; Scott Lozanoff, PHD; Shawnea Pagat, n/a; Lynne Saito-Tom, MD
