Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students
dc.contributor.advisor | Zimmern, Philippe E. | en |
dc.contributor.committeeMember | Winkler, Alisa | en |
dc.contributor.committeeMember | Sendelbach, Dorothy | en |
dc.creator | Gaitonde, Shivani | en |
dc.creator.orcid | 0000-0002-4521-8287 | |
dc.date.accessioned | 2019-06-03T21:26:43Z | |
dc.date.available | 2019-06-03T21:26:43Z | |
dc.date.created | 2019-05 | |
dc.date.issued | 2019-04-01 | |
dc.date.submitted | May 2019 | |
dc.date.updated | 2019-06-03T21:26:43Z | |
dc.description | 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. | en |
dc.description.abstract | 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. | en |
dc.format.mimetype | application/pdf | en |
dc.identifier.oclc | 1103324639 | |
dc.identifier.uri | https://hdl.handle.net/2152.5/6628 | |
dc.language.iso | en | en |
dc.subject | Curriculum | en |
dc.subject | Education, Medical | en |
dc.subject | Learning | en |
dc.subject | Models, Educational | en |
dc.subject | Pelvis | en |
dc.subject | Urogenital System | en |
dc.title | Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students | en |
dc.type | Thesis | en |
dc.type.material | text | en |
thesis.degree.department | UT Southwestern Medical School | en |
thesis.degree.discipline | Medical Education | en |
thesis.degree.grantor | UT Southwestern Medical Center | en |
thesis.degree.level | Doctoral | en |
thesis.degree.name | M.D. with Distinction | en |
Files
License bundle
1 - 1 of 1