1. Pediatric and Adolescent Gynecology Education through Simulation (PAGES): Development and Evaluation of a Simulation Curriculum
- Author
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Allison M. Jackson, Veronica Gomez-Lobo, Lauren F. Damle, Eshetu Tefera, Tamika C. Auguste, Julie McAfee, and Mary K. Loyd
- Subjects
Male ,medicine.medical_specialty ,Adolescent ,Objective structured clinical examination ,education ,Psychological intervention ,Physical examination ,Manikins ,Pediatrics ,Obstetrics and gynaecology ,Adolescent Medicine ,Pregnancy ,Medicine ,Humans ,Medical physics ,Medical history ,Prospective Studies ,Prospective cohort study ,Child ,Curriculum ,Medical education ,medicine.diagnostic_test ,business.industry ,Obstetrics and Gynecology ,Internship and Residency ,General Medicine ,Checklist ,Gynecology ,Pediatrics, Perinatology and Child Health ,Female ,Clinical Competence ,Educational Measurement ,Gynecological Examination ,business - Abstract
Study Objective Develop a Pediatric and Adolescent Gynecology (PAG) curriculum, appropriate pelvic model for teaching examination skills, and an objective structured clinical examination (OSCE) for evaluation. Compare OSCE performance between residents with clinical training in PAG vs those that completed the curriculum vs those without either experience. Design Prospective cohort study. Setting Obstetrics and Gynecology (Ob/Gyn) residency program in an urban academic center. Participants Senior Ob/Gyn residents. Interventions A simulation-based teaching curriculum was created to teach PAG skills. A pediatric mannequin with anatomic pre-pubertal genitalia was developed for teaching and assessment of skills. Main Outcome Measures Performance on a PAG-based OSCE as assessed by 2 observers using a 40 point checklist. Results 17 residents participated in the OSCE; 5 completed the curriculum, 6 completed a clinical rotation, and 6 were controls. The teaching curriculum group had the highest median composite OSCE score (75.0%) compared to the clinical group (73.1%) and control group (55.3%). There was no statistical difference between the scores of the teaching and clinical groups, but the teaching group scored statistically higher than controls ( P = .0331). Scores for each OSCE component were compared. The teaching and clinical groups outperformed controls on assessment and procedures. There was no difference in scores on history taking or physical examination. Conclusion An interactive teaching curriculum incorporating simulation and a realistic pediatric pelvic model can be used to teach PAG clinical skills. Using an OSCE to evaluate skills shows that residents completing the curriculum perform as well as those with clinical experience and better than controls.
- Published
- 2014