Objective: To evaluate the acquisition and retention of knowledge gained through a hysteroscopic educational module for residents in obstetrics and gynecology.
Study Design: Prospective evaluation of an educational module for resident training. 20 Canadian obstetrics and gynecology residents representing all academic training years (postgraduate years 1 to 5) completed a basic hysteroscopy skills educational module consisting of a 45 minute didactic lecture and hands-on laboratory session (assembly of a hysteroscope; placement of a hysteroscopic sterilization coil; and identification of intrauterine pathology). A short multiple-choice test on the basics of hysteroscopy was administered before the module as a pretest , immediately following the module and four to six months later. Scores were compared using analysis of variance.
Results: The average pretest scores were 61.5%, immediate posttest scores were 87.8%, (p<0.001 vs. pretest), and 4-6 month follow-up scores were 64.7% (p<0.425 vs. pretest), demonstrating short term knowledge acquisition of hysteroscopy principles only.
Conclusions: Immediate knowledge acquisition of hysteroscopy principles after a didactic and hands-on module was not sustained at 4-6months. Didactic and hands-on activities can be effective in the short term and this study might have been underpowered to show longterm retention or one might argue that teaching sessions need to be repeated more often to reinforce learning which will translate into better knowledge retention. Larger data collection with multicenter study might obtain better results.
Topics: 2013, Faculty, Practice-Based Learning & Improvement, Simulation,
Date Presented
2013 ASL Abstract
Keywords
Curriculum Development/Evaluation, Evaluation of Clinical Performance, Faculty Development
Intended Audience
Faculty
Copentencies Addressed
Practice-Based Learning & Improvement
Educational Focus
Simulation
Primary Author
Karine J. Lortie
Hassan Shenassa
Sony S. Singn
Glenn D. Posner
