E-Posters-10071

10071_Valant

Pdf Summary

A prospective study was conducted to evaluate the efficacy of a case-based educational intervention in urogynecology among obstetrics and gynecology residents. The study involved 14 participants who completed 3 one-hour case-based lectures, with pre- and post-lecture assessments. The residents' knowledge and satisfaction were assessed using a Likert scale.<br /><br />The results showed a significant improvement in resident knowledge, with a median score increase from 8 to 10. Stratified analysis based on postgraduate year showed significant increases in assessment scores for PGY-1, PGY-2, and PGY-3, and a borderline significant increase for PGY-4. All residents agreed or strongly agreed that the case-based intervention was clear, relevant, and improved knowledge in diagnosis and management of urogynecology topics.<br /><br />The study suggests that the case-based educational intervention was associated with enhanced performance and greater resident satisfaction. Given the complex nature of urogynecologic disorders, active teaching strategies like case-based learning can be beneficial for residents in understanding the subject. However, future studies are needed to validate these findings.<br /><br />The study references other research that has shown the benefits of case-based learning in medical education, particularly in orthopedics. It also highlights the lack of standardized resources in urogynecology education and the need for formal training in this subspecialty.<br /><br />Overall, the case-based educational intervention in urogynecology showed significant improvement in resident knowledge and satisfaction. This suggests that active teaching strategies like case-based learning can be effective in enhancing medical education.

Keywords

prospective study

educational intervention

urogynecology

resident knowledge

Likert scale

postgraduate year

diagnosis and management

case-based learning

medical education

formal training