Background: We recently implemented a yearly structured program for teaching EFM, in line with the CREOG learning objectives and OBGYN milestones.
Methods: Using an assessment-driven e-learning platform (GNOSIS, Advanced Practice Strategies), residents complete an electronic assessment of EFM knowledge and judgment which determines an individualized learning plan based on pre-test competence. We evaluated pre-test scores for 3 resident classes over 2 years (PGY1/2, PGY2/3 and PGY3/4) and compared results in knowledge and judgment from Year 1 to Year 2. Year 1 and Year 2 scores were also compared to the APS national OB attendings.
Results: Year 1 assessment results showed 2/3 classes ranking in the bottom 50th percentile in judgment, relative to the OB attendings. Year 2 assessment results showed significant improvement in judgment scores in all 3 classes compared to Year 1, with all 3 classes scoring in the top quartile, relative to OB attendings. Overall, from Year 1 to Year 2 there was improvement in both knowledge and judgment.
Discussions: A structured, personalized EFM program contributed to an improvement our residents’ knowledge and judgment after 2 years. We are encouraged by interval improvement in judgment, which represents critical thinking, an area difficult to assess in medical education. Future studies will need to examine the impact of such a curriculum on patient-centered outcomes.
Keywords: Standardized Resident Education
Topics: CREOG & APGO Annual Meeting, 2016, Student, Resident, Faculty, Residency Director, Medical Knowledge, Systems-Based Practice & Improvement, GME, CME, Assessment, Independent Study, Problem-Based Learning,
Sarah Smiley, MD, MPH, Univ of CA (Davis) Hlth System; Sarah Marshall, MD; Veronique Tache, MD
