Resident-Guided Case Discussions in Reproductive Endocrinology &amp; Infertility

Houmard, Brenda S.; McLemore, Leslie; Chiang, Seine

doi:10.15766/mep_2374-8265.8494

Cited by 3 publications

(2 citation statements)

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“…There are only a few previously published REI curricula available, and only one within the last 5 years. 1 , 9 , 11 Importantly, our curriculum is up to date on current practice guidelines in a rapidly changing field, and two of its three cases focus on essential CREOG learning objectives. Additionally, the third case includes an REI-themed emergency department consultation, whereas most emphasis in the REI curricula relates only to office practice.…”

Section: Discussionmentioning

confidence: 99%

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Strengthening the Reproductive Endocrinology and Infertility Curriculum Through Three Interactive Cases

Kornfield,

Rubin,

Parker

et al. 2023

MedEdPORTAL

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Introduction Improved reproductive endocrinology and infertility (REI) curricula are needed to address educational deficiencies both at our institution and on a national level. To improve REI education for OB/GYN residents and medical students, we developed and piloted a curriculum with in-person and virtual flexibility. Methods We developed three clinical vignettes for a facilitator-led case-based discussion among OB/GYN residents: two office cases and one emergency scenario. Cases were evaluated by content experts and tested before implementation. Pre- and postsurveys included both multiple-choice questions on content and a Likert-scale self-assessment of comfort, satisfaction, and knowledge. Postsurveys were administered immediately postintervention and at a delayed interval. Responses were compared using paired t tests and McNemar tests. Results Eighteen learners (16 OB/GYN residents and two medical students) participated, the majority in person, of whom 17 (94%) completed a postsurvey. Self-rated proficiency in evaluating and managing irregular menses, infertility, and amenorrhea all improved significantly immediately following the intervention ( p < .05 for all). Learners reported significantly more knowledge and comfort with REI compared to other subspecialties following the intervention ( p < .05). More learners responded correctly to knowledge questions postintervention ( p < .05 for questions 1 and 2, p = .16 for question 3). All learners were satisfied with and enjoyed the curriculum. Eight learners completed the delayed postsurvey and showed sustained improvements in knowledge and competence with REI content. Discussion Facilitator-guided case-based learning was effective in improving learners’ confidence, comfort, and knowledge in managing REI conditions, and improvements were sustained following a delayed interval.

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Section: Discussionmentioning

confidence: 99%

“… 1 The one curriculum on REI topics in MedEdPORTAL was published over a decade ago. 11 Given the significant changes in clinical management over that time period, we identified the need for a new case-based curriculum in REI to maintain medical applicability and accuracy. Thus, we developed a new case-based curriculum to meet this need.…”

Section: Introductionmentioning

confidence: 99%

Strengthening the Reproductive Endocrinology and Infertility Curriculum Through Three Interactive Cases

Kornfield,

Rubin,

Parker

et al. 2023

MedEdPORTAL

View full text Add to dashboard Cite

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Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility

Goldman

Tiegs

Uquillas

et al. 2017

Gynecological Endocrinology

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Resident physicians' scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

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Knowledge is (reproductive) power: A call for fertility education in medical school

2023

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Resident-Guided Case Discussions in Reproductive Endocrinology & Infertility

Cited by 3 publications

References 0 publications

Strengthening the Reproductive Endocrinology and Infertility Curriculum Through Three Interactive Cases

Strengthening the Reproductive Endocrinology and Infertility Curriculum Through Three Interactive Cases

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility

Knowledge is (reproductive) power: A call for fertility education in medical school

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