برنامه آموزشی یادگیری دیجیتال مبتنی بر مورد
Abstract
MATERIALS AND METHODS
RESULTS
DISCUSSION
CONCLUSION
References
Abstract
Objective
To address information overload for trainees, a concise electronic case-based urology learning program (CBULP) was developed. Previous qualitative assessments suggested CBULP's potential efficacy/utility. Herein we assess CBULP more stringently by evaluating test performance before/after reviewing a CBULP curriculum covering core concepts in testicular cancer.
Methods
Eleven of 33 CBULP testicular cancer cases were strategically selected for this curriculum. A 26 question multiple-choice test was developed to assess fundamental knowledge about testis cancer tumor biology and evaluation/management. Pretest was administered to PGY4/PGY1 residents at 2 pilot urology-training programs, and medical students interested in Urology. Participants were given 4 weeks to review the curriculum and the test was then repeated. A control group (4 PGY1s) was administered the pretest and repeat test in an analogous manner without provision of the CBULP curriculum.
Results
Twenty individuals took the pretest (7 medical students, 8 PGY1s, and 5 PGY4s), and 17 (85%) took the post-test (5 medical students, 8 PGY1s, and 4 PGY4s,). As expected, PGY4s performed significantly better than the other 2 groups on the pre- and post-test. However, significant improvement in test performance was seen across all groups that utilized the CBULP curriculum (P <.02), with highest increase demonstrated by PGY1 residents (4.75 more questions correct, P = .002). The control arm did not demonstrate significant improvement (P = .20).
Conclusion
Significant improvement in test performance was observed after completion of the CBULP testicular series. This study suggests that CBULP can be an efficacious and clinically useful educational resource for urologic residents and students interested in the field.
CONCLUSION
A subject oriented case-based curriculum on testis cancer improved trainee performance across all levels of training. Based on the findings from this analysis and from our previous studies, we believe that CBULP offers a concise and well-rounded clinically based curriculum for trainees. Further curricula are in development and additional studies will be needed to allow for comparison between the CBULP approach and other traditional and innovative efforts to improve urologic education, with focus on making such resources as concise and comprehensive as possible.