Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students
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INTRODUCTION: In an effort to bridge the gap between medical students and faculty educators, utilizing learning theories and interactive elements as a basis for new curriculum development may improve student engagement and knowledge acquisition. OBJECTIVES: Our goal was to apply these learning theories to create a pelvic and urologic anatomy review lecture during the Surgery clerkship, and permanently integrate this new curriculum into medical student education. METHODS: A specific curricular problem was identified and objectives from the AUA Medical Student Curriculum were selected as the basis of a new pelvic and urologic anatomy curriculum. Interactive educational strategies were utilized to create curricular content, including 3D models, laparoscopic videos, and cases. Finally, the curriculum was implemented in pre-pilot, pilot and full-scale teaching sessions. Quality of curriculum was evaluated with a short pre- and post-test and a qualitative Likert-scaled survey, as well as optional free-response comments. RESULTS: For n = 124 students, there was a significant improvement between pre- and post-test scores, p < 0.01 with a large Cohen's effect size, d = 2. On qualitative survey, students positively reported that they enjoyed and recommended this session to future students. Learner feedback was used to improve curricular content throughout the course of this project. CONCLUSION: Utilizing learning theories and interactive educational strategies enables curriculum to be both efficacious and enjoyable for learners.
The file named "GAITONDE-DISSERTATION-2019.pdf" is the primary dissertation file. A supplemental PowerPoint file ("Pelvic Anatomy Slides FINAL.ppt") is also available and may be viewed individually.