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Background@#Stress urinary incontinence (SUI) is a complex condition with a multifactorial etiology that makes its concepts challenging to teach. This study aimed to assess the efficacy of simulation-based training (SBT) with an anatomic teaching model in improving the understanding of SUI among gynecologic residents-in-training. @*Objective@#The primary objective of this study was to evaluate the efficacy of SUI simulation-based teaching in enhancing the learning experience for gynecologic residents-in-training. The secondary objective was to gather feedback from participants with the intent to further enhance existing teaching methodologies.@*Materials and Methods@#This was a descriptive prospective study within a single institution, involving gynecologic residents-in-training. Participants were given an anatomic teaching tool to construct, followed by an SUI lecture. Pre- and posttest Multiple Choice Questions were administered to assess the efficacy of the teaching tool in improving the participants’ understanding of SUI. Frequency and percentages were used to describe the categorical variables, whereas continuous variables were described using mean and standard deviation. Paired t-test was used to compare the pre- and posttest scores. ANOVA was used to compare the pre- and posttest scores of participants by year level. A P < 0.05 is statistically significant. A separate Likert-scale questionnaire, to evaluate changes in participant’s self-assessment on learning, response to teaching content and resources, and overall feedback of the SBT was used.@*Results@#There were 50 gynecologic residents-in-training that were included in the study. The mean posttest score is significantly higher (6.4 vs. 3.48) than the pretest score, with a mean difference of 3.48. The mean posttest score is significantly different between the year levels with a P < 0.05, with senior residents-in-training performing best. Although participants with only gynecologic conferences as SUI reference performed best, the mean pre- and posttest scores were not statistically different with respect to SUI education exposure. With the use of an anatomic SUI model, the number of correct answers for questions pertaining to anatomy, physiology, and pathophysiology was consistently higher in the posttest scores as compared to the pretest scores but did not reach statistical significance. The majority of participants strongly agree to recommend the course to a colleague.@*Conclusion@#This study supports the use of simple, low-fidelity physical teaching tools in improving the understanding of SUI in gynecologic residents-in-training. Considering the ease of production, improved test scores, and participants’ enthusiasm, the incorporation of the anatomic teaching tool for its use in SUI education should be encouraged.
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Purpose: To study the role of digitally assisted vitreoretinal surgery (DAVS) as a learning and teaching tool compared to that of the standard binocular side?scope of the conventional analog microscope (CAM). Methods: This was a cross?sectional, observational study conducted at a tertiary eye care center and teaching institute in South India. Postgraduate residents and clinical fellows observed a predecided set of retinal surgical procedures using both DAVS and CAM. A detailed questionnaire was used to compare the participants’ subjective scoring of both the platforms in terms of level of comfort, clarity of image and stereopsis, level of understanding, and overall impression. Results: Thirty?six participants, including 20 residents and 16 fellows, took part in this study. DAVS obtained a higher score for all 15 questions compared to CAM and the differences were statistically significant. DAVS obtained a mean score of 4.80 (median: 5) whereas CAM obtained a mean score of 3.14 (median: 3) on a grading scale of 1–5 with regard to the overall experience of surgical viewing through either platform (P < 0.01). Conclusion: DAVS is a better learning and teaching tool compared to the side scope of the CAM from a learner’s perspective. Thus, DAVS can help beginners in the field of vitreoretinal surgery obtain a better understanding of the surgical steps prior to the initiation of hands?on training
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Introducción: Desde el inicio de la pandemia Covid-19 la enseñanza de clínica quirúrgica ha representado un gran desafío y motivó el desarrollo de encuentros clínicos virtuales. El objetivo del presente trabajo es comunicar una forma novedosa en Uruguay de docencia virtual de Clínica Quirúrgica y su evaluación de los estudiantes. Métodos: Los encuentros clínicos virtuales son una herramienta educativa basada en situaciones clínicas reales donde el estudiante fue protagonista de la actividad. Los encuentros se realizaron con frecuencia semanal y 2 horas de duración, utilizado la plataforma Zoom. Al finalizar la actividad se realizó una encuesta de satisfacción a los estudiantes y los resultados resumidos en porcentajes. Resultados: Participaron 90 estudiantes y 10 docentes. Se realizaron 12 encuentros clínicos virtuales. Esta actividad fue considerada importante por el 88,5% de los estudiantes en su proceso de aprendizaje. La dinámica con mayor aceptación fue las viñetas con preguntas en tiempo real (59,6%), seguido de bases teóricas con preguntas en tiempo real (17,3%) y el análisis de caso clínico por grupo (15,4%). La sugerencia más importante es que se mantenga esta actividad independientemente del reintegro a la presencialidad en el futuro. Conclusión: La utilización de los encuentros clínicos virtuales ha demostrado ser una herramienta alternativa a las actividades presenciales durante la pandemia Covid-19 y en el futuro se convertirá en un complemento significativo dada la alta aceptación tanto por parte de los estudiantes como docentes.
Introduction: Since the beginning of the covid-19 pandemic, teaching surgical clinics has represented a great challenge and this motivated the development of virtual clinical meetings. The objective of this work is to communicate a new way in Uruguay of approaching the virtual teaching of Surgical Clinics and its evaluation by students. Methods: Virtual clinical encounters is an educational tool based on real clinical situations where the student was the protagonist of the activity. With a weekly frequency and 2 hours of duration, using the Zoom platform. At the end of the activity, a student satisfaction survey was carried out and the results summarized in percentages. Results: 90 students and 10 teachers participated.12 virtual clinical meetings were held. This activity was considered important by 88.5% of the students in their learning process. The dynamics with the highest acceptance were the vignettes with questions in real time (59.6%), followed by theoretical bases with questions in real time (17.3%) and the analysis of clinical case by group (15.4%). The most important suggestion is that this activity be maintained regardless of the reinstatement to the presence in the future. Conclusion: The use of virtual clinical meetings has proven to be an alternative tool to face-to-face activities during the covid-19 pandemic and in the future it will become a significant complement given the high acceptance by both students and teachers.
Introdução: Desde o início da pandemia covid-19, ensinar clínica cirúrgica tem representado um grande desafio e isso motivou o desenvolvimento de reuniões clínicas virtuais. O objetivo deste trabalho é comunicar uma nova forma no Uruguai de abordar o ensino virtual de Clínicas Cirúrgicas e sua avaliação pelos alunos. Métodos: O Encontro Clínico Virtual é uma ferramenta educacional baseada em situações clínicas reais onde o aluno foi o protagonista da atividade. Com frequência semanal e 2 horas de duração, utilizando a plataforma Zoom. No final da atividade, foi realizado um inquérito de satisfação dos alunos e os resultados resumidos em percentagens. Resultados: Participaram 90 alunos e 10 professores.12 reuniões clínicas virtuais foram realizadas. Essa atividade foi considerada importante por 88,5% dos alunos em seu processo de aprendizagem. As dinâmicas com maior aceitação foram as vinhetas com questões em tempo real (59,6%), seguidas das bases teóricas com questões em tempo real (17,3%) e a análise do caso clínico por grupo (15,4%). A sugestão mais importante é que essa atividade seja mantida independentemente de um retorno à presença no futuro. Conclusão: O uso de reuniões clínicas virtuais provou ser uma ferramenta alternativa às atividades presenciais durante a pandemia covid-19 e, no futuro, se tornará um complemento significativo, dada a alta aceitação por alunos e professores.
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Humanos , Cirurgia Geral/educação , Educação Médica/tendências , Uruguai , Inquéritos e Questionários , Educação a Distância , Estudo de Avaliação , COVID-19/epidemiologiaRESUMO
Objective To explore the application method and value of mind mapping in the clinical teaching of general practitioners for the purpose of improving the teaching qualities. Methods A total of 60 GPs were divided into the test group and control group, undergoing the mind mapping teaching and tra-ditional teaching, respectively. The clinical knowledge achievements were compared in the two groups, and the results were analyzed. At the same time, a questionnaire was conducted. Results The difference between two groups in theoretical teaching was statistically significant (P<0.05), and there was no significant difference in physical examination (P>0.05). In addition, the results of the questionnaire survey showed that the test group was better than the control group in medical knowledge, self-learning ability, interpersonal communication ability, team cooperation ability and other dimensions. Conclusion Mind mapping is an effective teaching tool for general practitioners.