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A Game-Show Based Curriculum for Teaching Obstetrics and Gynecology Residents Principles of Reproductive Infectious Disease (GBS PRIDE Trial)
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.
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,