Purpose: Assess the OBGYN residents’ knowledge of critical supplies and locations in UC Davis Medical Center (UCDMC) before and after an interactive, case-based scavenger hunt.
Background: Each academic year, residents are faced with the challenge of adapting to new responsibilities and roles. This can make it difficult to find certain key items and locations when faced with an emergency. Case based learning has been increasingly used in medical education and is thought to produce deeper learning by incorporating critical thinking skills. This method was implemented by creating a targeted, problem-based scavenger hunt tailored to different PGY levels.
Methods: Residents were given a pre-scavenger hunt quiz tailored to each PGY level assessing familiarity with locations of commonly used items and locations. Residents were then grouped by PGY level (PGY1’s /PGY2’s and PGY3’s /PGY4’s) and given vignettes that were appropriate to their PGY level. These vignettes led them to find certain items around the hospital, such as the postpartum hemorrhage cart and MVA materials. One month after the scavenger hunt was completed, residents were administered a post-scavenger hunt test which utilized the same questions to the test prior.
Results: Prior to the scavenger hunt, the residents as a whole scored an average of 81% on a test assessing their knowledge of key OBGYN-related items and locations within the hospital. After the scavenger hunt, residents scored on average 85%, demonstrating improvement. PGY1’s showed the greatest improvement, scoring 62% prior to the scavenger hunt and 88% afterwards. Residents in the chief classes (PGY3-4) reported an increase in their comfort finding items during an emergency, going from 4.1/5 prior to the scavenger hunt to 4.6/5 afterwards.
Discussions: It is essential to prepare residents for emergencies and to promote team building early in the year. Interactive exercises such as this scavenger hunt suggests improvement in familiarity of key OBGYN-related materials, especially for first year residents. Future projects could assess efficiency at routine OBGYN responsibilities (ex. Completing a routine triage visit) or response times for OBGYN emergencies after implementation of such team exercises or simulations
Topics: CREOG & APGO Annual Meeting, 2022, Resident, Practice-Based Learning & Improvement, GME, Assessment, Simulation, Problem-Based Learning, General Ob-Gyn,
Elizabeth Shirazi, MD, The University of California, Davis; Claudia Lopez, MD