Interactive Learning Modules with Visual Feedback Improve Resident Learning in Colposcopy

Erin L. Nelson, Jennifer F. Knudtson

Research output: Contribution to journalArticle

Abstract

Objective The Accreditation Council for Graduate Medical Education and the Council on Resident Education in Obstetrics and Gynecology have milestones and/or competencies relating to colposcopy; however, the optimal way to reach these objectives is not proscribed and left to individual programs. Here, we aim to assess resident skill, confidence levels, perceived level of knowledge, and satisfaction with colposcopic training before and after implementation of a new interactive learning module with visual feedback. Materials and Methods A new online educational intervention was developed by the author (E.L.N.) based on adult learning theory and introduced into our obstetrics and gynecology resident colposcopy curriculum in July 2014. We assessed performance on an objective competency examination administered at baseline and repeated after 6 months of our 24 residents. In addition, we assessed resident confidence levels, perceived level of knowledge, and satisfaction with training before and 6 months after intervention. Results Scores on a national online examination improved after the intervention (p =.014). Significant improvements on the examination were seen in the sections of medical knowledge (p =.031) and management (p =.011). Residents' perceived knowledge increased significantly after the intervention (p =.030). Conclusions Learning outcomes improved after introduction of a novel teaching intervention.

Original languageEnglish (US)
Pages (from-to)215-220
Number of pages6
JournalJournal of Lower Genital Tract Disease
Volume24
Issue number2
DOIs
StatePublished - Apr 1 2020

Keywords

  • cervical intraepithelial neoplasia
  • colposcopic directed biopsy
  • colposcopy
  • medical education
  • resident education

ASJC Scopus subject areas

  • Obstetrics and Gynecology

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