Purpose: Establish a high-yield surgical curriculum within OB/GYN undergraduate medical education (UME) using the Medical Student-As-Teacher (mSAT) model.
Background: There is ample literature describing benefits of Resident-As-Teacher programs. Similarly, within UME, peer-assisted learning models have been shown to improve communication, increase teaching confidence, and facilitate better learning.
Methods: We established a clinician-educator elective for students to apply the mSAT model to OB/GYN UME at our institution. During the elective, we developed online videos to promote self-directed, individualized learning and increase student comfort and participation in the operating room during the OB/GYN clerkship. Videos explaining common OB/GYN surgeries (myomectomy, salpingectomy-oophorectomy, cesarean section) were produced with the Education Technology department. Each video was narrated by one student educator, and included background, gynecologic-specific anatomy review, and step-by-step explanations of surgical footage. Videos were placed on the internal OB/GYN website, and views were recorded. Student educators were also asked to evaluate the elective.
Results: Five students participated in the elective. To date, seven video modules have been produced, with three in production. Videos have been viewed 97 times; 65 views (67%) reached 75% or further playthrough. Student educators rated the elective at 9.89/10 and commented on the value of “mentorship” and creating “tangible products.” 80% of participants are applying or planning to apply to OB/GYN residency.
Discussions: There is value to creating structured opportunities for medical students to pursue peer-teaching. Our data suggest the mSAT model is beneficial both to student learners and student educators. Further quantitative assessment of the videos is currently underway.
Topics: CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Medical Knowledge, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, UME, Lecture, Independent Study,
Amalia Gonzalez, BS, University of California, San Francisco; Mary Kathryn Abel, AB; Gabriela Weigel, BS; Rachel Levy, BS; Naomi Stotland, MD; Jeannette Lager, MD
