Assessment of Pelvic Examination Performance by Primary Care Providers

Abstract

graphics with x 2 overall knowledge acquisition with paired t tests, and differences between lecture group with Wilcoxon-Mann Whitney test. RESULTS:We randomized 36 trainees to one of two lecture formats and found no significant differences in learner demographics. Baseline knowledge was lower in the continuous compared with short lecture group (37% compared with 52% correct responses, P5.03). Of the 28 participants who completed the online lectures, knowledge improved significantly (P,.001), but did not differ by lecture format (86% compared with 88% correct, P5.84). Knowledge overall declined at 4 weeks (P,.001) but did not differ by lecture format (73% compared with 77% correct, P5.38). Satisfaction was similar for both lecture formats (79% compared with 65% rated lecture very good/excellent, P5.41).DISCUSSION: Study participants had significant and lasting improvement in their knowledge as well as high satisfaction regardless of the online lecture format. PURPOSE:To describe the temporal trends of published medical education studies within obstetrics and gynecology and compare this with other specialties. BACKGROUND: Medical education studies in obstetrics and gynecology seem under-represented in the published literature. PURPOSE:To develop a tool that assesses proficiency in interprofessional communication and to determine the psychometric properties of the tool.BACKGROUND: Delivery of safe patient care in medical emergencies requires effective inter-professional communication. Medical providers who are learning to practice in high-acuity settings should be evaluated on these communication skills. With the increased focus on competency-based assessment, there is a clear need for an instrument