Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students

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dc.contributor.advisorZimmern, Philippe E.en
dc.contributor.committeeMemberWinkler, Alisaen
dc.contributor.committeeMemberSendelbach, Dorothyen
dc.creatorGaitonde, Shivanien
dc.creator.orcid0000-0002-4521-8287
dc.date.accessioned2019-06-03T21:26:43Z
dc.date.available2019-06-03T21:26:43Z
dc.date.created2019-05
dc.date.issued2019-04-01
dc.date.submittedMay 2019
dc.date.updated2019-06-03T21:26:43Z
dc.descriptionThe 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.abstractINTRODUCTION: 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.mimetypeapplication/pdfen
dc.identifier.oclc1103324639
dc.identifier.urihttps://hdl.handle.net/2152.5/6628
dc.language.isoenen
dc.subjectCurriculumen
dc.subjectEducation, Medicalen
dc.subjectLearningen
dc.subjectModels, Educationalen
dc.subjectPelvisen
dc.subjectUrogenital Systemen
dc.titleUtilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Studentsen
dc.typeThesisen
dc.type.materialtexten
thesis.degree.departmentUT Southwestern Medical Schoolen
thesis.degree.disciplineMedical Educationen
thesis.degree.grantorUT Southwestern Medical Centeren
thesis.degree.levelDoctoralen
thesis.degree.nameM.D. with Distinctionen

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