MedEdPORTAL (Dec 2014)
Physiology of Pregnancy and Post-Partum Hemorrhage: An Innovative, Interactive Teaching Approach
Abstract
Abstract Introduction Using blended-learning allows our medical system to work in accordance with intern duty hour restrictions. With this method the learner starts to become familiar with managing pregnant patients at home by reviewing prework. The information is then reinforced during an abbreviated class-time that incorporates active learning strategies that allow for critical thinking. This module uses a blended-learning curriculum to teach the physiology of pregnancy and postpartum hemorrhage to anesthesiology interns participating in an internal medicine internship. Methods The current clinical base year at our institution includes clinical experiences in general medicine, the intensive care unit, emergency room, and elective time in anesthesiology. These disciplines do not include pediatrics or obstetrics. The preclassroom activity includes a premodule survey and test and a 12-minute video podcast outlining the physiology of pregnancy. This can be completed at each resident's leisure at home. The in-person portions of the course include a problem-based discussion, peer-to-peer learning, and simulation-based educational activities. The video and pre- and posttests were available online to additional learners who were not able to attend the in-classroom activities. After the course, all participants received a personalized “report card” with the results of their multiple choice question tests, a summary of their group's simulation result, and any answers to specific unanswered questions they had after the conclusion of the case. Feedback was collected verbally at the conclusion of the case during the group debriefing session. In addition, all learners completed a posttest and survey. Results This educational module was tested in our simulation center over 2 years with 14 anesthesiology interns. Learner pre- and posttesting demonstrated improvement in mastery of material as a result of using this module. All learners who completed the module reported increase in their confidence with obstetric care from “very insecure” and “could complete moderately well” prior to the module to “could complete moderately well” and “secure and confident” after the module. Lastly, the students completed the Debriefing Assessment for Simulation in Healthcare Student Version. The average rating was 6.2/7 for faculty-led debriefing, a surrogate for effective debriefing. Discussion This blended-learning module was effective not only for the learners, but for the program as well. Simulated experiences allow for a consistent set of clinical scenarios to ensure a common educational curriculum for all interns.
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