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The Impact of a Postpartum Rounding Video Module on Medical Student Learning During the Obstetrics and Gynecology Core Clerkship

Background: The 4C-ID model has been adapted for medical education to help students manage significant cognitive loads while developing strategies for improvement. To date, no 4C-ID intervention exists for the wards or postpartum rounding.


Methods: Third year medical students on the OB-GYN core clerkship who agreed to participate were randomized by clerkship block to receive the 20-minute postpartum rounding video module, or standard education. Knowledge and clinical reasoning were assessed during orientation and clerkship conclusion using a clinical scenario (32 points) and the Diagnostic Thinking Inventory (246 points). Satisfaction was assessed  using Likert scale questions (0-5, 5= very satisfied/strongly agree).


Results: 78/79 eligible students participated. The only significant baseline difference between groups was greater knowledge of physical exam skills in the intervention group (4.8/7, 4.1/7 p=0.049). Students in the intervention group demonstrated higher post-intervention improvement in knowledge  (8.9, 4.5 p=0.0011). Both groups increased clinical reasoning, however there was no significant difference between groups pre- or post- intervention (160.1, 160.5 p=0.92 165.0, 168.8 p=0.34). Students in the control group reported a better clerkship experience (3.9,3.5 p=0.04). Students who received the video would recommend the video to their peers (3.7).


Discussions: A postpartum video based in the 4C-ID model of education increased student knowledge in the third year medical student OB-GYN core clerkship. Video learning is acceptable to medical students, and can be easily incorporated into specialty rounds at any institution.


Keywords: Cultural Diversity/Cultural Competency, Distance Learning, Instructional Materials/Methods, Video Creation

Topics: CREOG & APGO Annual Meeting, 2017, Resident, Clerkship Director, Patient Care, Medical Knowledge, GME, Simulation, Independent Study,

General Information

Resident,Clerkship Director,
Patient Care,Medical Knowledge,
Simulation,Independent Study,
Clinical Focus

Author Information

M. Alexandra Friedman, MD, Women & Infants Hospital of Rhode Island, Brown University; Lizzie Tarr, MD; Phinnara Has; B. Star Hampton, MD

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