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Uptake and Efficacy of a Novel Self-Directed Foundational Curriculum for OB-Gyn Interns
Purpose: To evaluate a curriculum for OB-Gyn interns.
Background: To provide incoming interns with a reading plan,
residency leadership created a novel, self-directed, online foundational
curriculum for interns modeled after the ABOG MOC process. The curriculum
was first offered to interns starting residency in July 2017.
For each core intern clinical experience (Obstetrics, Gynecology, Family
Planning, Office) selected readings represented the foundational knowledge
expected of an OB-Gyn intern, totaling 42 readings. For each reading,
multiple choice questions highlighting the key information were crafted by
attendings to create an online 40-question pretest, self-directed
curriculum of 42 modules comprised of a reading and relevant comprehension
questions, and 80-question posttest using unique questions not
utilized in the pretest or modules.
Methods: The curriculum operated on the online educational
platform, SparkLearn. OB-Gyn interns starting residency at Vanderbilt in
July 2017 completed the pretest during orientation. Rising second-year
residents completed the posttest simultaneously at the conclusion of
intern year. The intern class completed modules at their own pace and
concluded intern year with the posttest. Pretest, module, and
posttest scoring was cataloged in SparkLearn. IRB exempt study approval
Results: For interns participating in the curriculum
(N=6), mean module completion rate was 82.71% (range 26-95%). Mean participator
pretest and posttest scores were 71.04% (SD=7.22) and 82.71%(SD=7.04),
Participator module completion rate was strongly correlated with
posttest scores (pearson coefficient 0.60) and weakly correlated to first year
CREOG scores (pearson coefficient 0.12).
Mean posttest scores at end of intern year were higher among
curriculum participators (82.71%) compared to non-participators
(75.31%) (p=0.05). Mean first-year CREOG scores for curriculum
participators were also higher (207) compared to non-participators (198)
Discussions: Our novel online self-directed intern foundational
reading curriculum had variable uptake but overall good utilization in its
first year of deployment. Compared to the preceeding intern class,
participating interns had higher posttest knowledge scores.
There was a strong positive correlation between module completion rate and
Our study was limited by small sample size (N=6), but we continue to collect
additional data with subsequent classes. Multi-site deployment might
permit correlation of curriculum utilization with milestones achievement in
CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Residency Director, Medical Knowledge, Practice-Based Learning & Improvement, Independent Study, Problem-Based Learning,