Andrew J Foy, Kent E Vrana, Paul Haidet, Bernice L Hausman, Nancy E Adams, Ira Ropson, Daniel R Wolpaw, David Rabago, Richard B Mailman, Xuemei Huang
Student Perceptions of a New Course Using Argumentation in Medical Education
Advances in medical education and practice
given complex anatomy pathophysiology urogynecologic disorders obstetrics gynecology residents difficulty learning subjects principles standardized resources educators subspecialty hypothesized casebased educational intervention associated enhanced knowledge greater resident satisfaction versus traditional urogynecology lectures prospective study involving 19 obstetrics gynecology residents single institution residents participated three 1hour casebased lectures included prelecture postlecture topic knowledge assessments nonparametric wilcoxon signedrank tests used compare responses resident satisfaction assessed using 5point likert scale questionnaire median scores pretraining posttraining assessments resident urogynecology subject knowledge 8 510 10 810 respectively stratified analysis performed based postgraduate year pgy median prelectures postlectures scores showed statistically significance p 0001 analysis pgy subgroups demonstrated statistical significance pgy1 p 0004 pgy2 p 0008 pgy3 p 003 however pgy4 subgroup p 006 reach statistical significanceall residents regardless pgy level either agreed strongly agreed casebased educational intervention enhanced resident knowledge engagement clarity relevant teaching points decreased resident stress urogynecology topics casebased educational intervention significantly improved resident knowledge urogynecology enhanced resident satisfaction teaching method versus traditional lectures