CREATION AND USE OF ONLINE BLENDED MODULES FOR THIRD-YEAR MEDICAL STUDENTS IN THE OBSTETRICS AND GYNECOLOGY ROTATION
Objectives: To design, develop and evaluate the effectiveness of three online learning modules simulating doctor-patient encounters. The modules include case-based video vignettes, didactics information, and self-assessment sections for the student to score the answers. Each of the three modules addresses a single pathology. Due to factors such as patient diversity, hospital setting, preceptor experience and teaching methods, among others, students do not always have the opportunity to experience a patient-physician interaction for some of the required learning objectives in a standardized manner. These modules become an alternative and complementary tool to help standardize curriculum and lecture delivery across clerkships and communities.
Methodology: Three diagnoses were selected to create the modules: Amenorrhea, Third Trimester Bleeding and Vulvovaginitis. The selected diagnoses were shown to be less frequent across rotations. Each e-learning module consists of three self-modulated learning objects, based on the concept of self-paced learning. A cohort of 100 students enrolled in the third year Obstetrics and Gynecology (Ob/Gyn) clerkship from the Colleges of Human Medicine and Osteopathic Medicine were sampled to evaluate the modules. The evaluation included five major components: 1) effectiveness of the modules to deliver knowledge, 2) usefulness of the topics, 3) easy use and understanding, 4) components evaluation and interaction, and 5)self-assessment. Students had access to the modules through Angel, a learning management system which had a course set up specifically for the students on the Ob/Gyn rotation. Data was analyzed using SPSS v.17.0.
Results: Evaluations were received from a total of 100 students enrolled in three consecutive 8 week clerkship rotations from the Colleges of Human and Osteopathic Medicine. Major rated components of the module were: 1) effectiveness in delivering knowledge and 2) components interaction by using video, text, and graphics. Eighty percent of the students indicated the modules were easy to use given that they can review each module at their own pace and needs. Topics were found to be a complement to the student’s experience during their clerkship, and above 90% of the students found the self-assessment component to be useful to improve areas of weakness. Student feedback also indicated that modules with practice exercises are an extremely useful educational resource. Suggestions for further development included more images, diagrams, and more interactive practice options.
Conclusions: The creation and implementation of these modules will help standardize clinical curricula and supplement student’s knowledge and experiences which depend on varied preceptor experience and patient diversity throughout the students’ rotation. The diversity that students find throughout their clerkship in terms of patients, hospital settings and number of diagnoses and procedures experience affects the standardization of curriculum delivery across campuses. The use of these modules reduces these disparities by creating simulated real-life cases and promoting distant learning. This project was funded through APGO/Abbott Medical Education Program Award.