<p>Case-Based Curriculum With Integrated Smartphone Applications Improves Internal Medicine Resident Knowledge Of Contraceptive Care</p>

Abstract

BackgroundContraception is an essential preventive service for all women. However, the literature suggests that internal medicine residents have low levels of confidence and knowledge of contraceptive care.ObjectiveWe designed and implemented a novel contraception curriculum promoting active, collaborative learning. We sought to evaluate whether this curriculum improved internal medicine resident knowledge of and comfort with contraceptive care through the administration of pre-/post-surveys.MethodsOur curriculum was delivered in a two-hour session as part of the mandatory ambulatory curriculum for internal medicine interns at our institution in the academic year 2017–2018. Interns were provided with select online resources and two smartphone applications at the beginning of the session, which they then used in case-based small group work. Small group work was followed by a large group case review, co-facilitated by OB/GYN and internal medicine faculty.ResultsThirty-eight participants completed surveys assessing knowledge of and comfort with contraceptive care immediately before and after the curriculum; 20 participants completed surveys assessing the same domains 4–6 months after the curriculum. Data from surveys administered immediately post-curriculum demonstrated significant improvements in knowledge about and comfort with counseling about, assessing medical eligibility for, and initiating multiple forms of contraception. Many of these improvements in knowledge and comfort were maintained on follow-up surveys 4–6 months following the curriculum.ConclusionOur case-based curriculum with integrated smartphone applications resulted in significant improvements in internal medicine resident knowledge of and comfort with the key skills of contraceptive care. In contrast to active, collaborative learning methodologies such as the flipped classroom, our methodology supports active, collaborative learning without requiring advance learner preparation, and is thus well suited to the time constraints of the graduate medical education setting. Our methodology is readily translatable to other clinical topics and residency curricula.

The flipped classroom approach to teaching horizontal strabismus in ophthalmology residency: a multicentered randomized controlled study

“…Differences in content testing results by subject matter in the present study align with our pilot study 16 and have been described in other medical specialties. 12,15 We hypothesize that in spite of a uniform curriculum development process, variation in curriculum efficacy may contribute to these findings. For example, a particularly effective esotropia traditional lecture may skew results in favor of the traditional lecture compared to the flipped-classroom format.…”

“…The flipped classroom has had mixed but overall favorable outcomes in graduate medical education, including emergency medicine, [9][10][11] anesthesia, 12 critical care, 13 and internal medicine. 14,15 Greater exploration of the flipped-classroom approach in other graduate medical education specialties is needed.…”

Curricular Considerations for Preparing Student Pharmacists to Prescribe Hormonal Contraception

“…Another 2019 study evaluated internal medicine residents (n=38) who completed a contraception case-based assessment utilizing interactive online resources (CDC MEC and Reproductive Health Access Project websites) and smartphone applications (CDC Contraception and Contraception Point-of-Care applications). 25 The mean knowledge score improved significantly after this learning activity, nearly doubling from 49% correct answers on the pre-survey to 85% correct on the post-survey. Students were asked to rate their confidence and comfort level with counseling and assessing eligibility of contraception utilizing the following scale: (1 = very comfortable/confident, 5 = not at all comfortable/confident).…”

“…When extrapolating data from other health professions similar barriers have been documented. [24][25][26][27][28] Barriers in delivering sexuality content, including contraception, within nursing contraceptive curricula have been documented and include: time constraints in the curriculum, less priority compared to other topics, comfort and capability to teach the topics, and importance not seen by faculty. 26,27 Aaberg found 40% of responding nursing programs identified time constraints as the primary barrier in 2016, which aligns with a study nearly 50 years prior in which 45% identified time as a barrier.…”