Close
Help




JOURNAL

Journal of Medical Education and Curricular Development

A Blended Approach to Learning in an Obstetrics and Gynecology Residency Program: Proof of Concept

Submit a Paper


Journal of Medical Education and Curricular Development 2015:2 53-62

Original Research

Published on 11 Oct 2015

DOI: 10.4137/JMECD.S32063


Further metadata provided in PDF



Sign up for email alerts to receive notifications of new articles published in Journal of Medical Education and Curricular Development

Abstract

Problem: Graduate medical education programs are expected to educate residents to be able to manage critically ill patients. Most obstetrics and gynecology (OB/GYN) graduate medical education programs provide education primarily in a didactic format in a traditional face-to-face setting. Busy clinical responsibilities tend to limit resident engagement during these educational sessions. The revision of the training paradigm to a more learner-centered approach is suggested.

Intervention: A blended learning education program was designed and implemented to facilitate the teaching and learning of obstetric emergencies, specifically diabetic ketoacidosis and acute-onset severe hypertension in pregnancy. The program incorporated tools to foster a community of inquiry. Multimedia presentations were also utilized as the main modality to provide instruction. The blended learning course was designed in accordance with the cognitive theory of multimedia learning.

Context: This intervention was carried out in the Department of Obstetrics and Gynecology, Southern Illinois University. All 15 OB/GYN residents were enrolled in this course as part of their educational curriculum. First, face-to-face instructions were given in detail about the blended learning process, course content, and online website. The residents were then assigned tasks related to completing the online component of the course, including watching multimedia presentations, reading the resources placed online, and participating in online asynchronous discussions. The course culminated with a face-to-face session to clarify misconceptions. Pre- and postcourse quizzes were administered to the residents to assess their retention and understanding.

Outcome: Objective analysis demonstrated significant improvements in retention and understanding after participating in the course. The blended learning format was well received by the residents. Resident perception of social presence in the asynchronous online discussions was demonstrative of low scores relating to peer-to-peer interaction. The multimedia presentations and the availability of learning resources were well received.

Lessons learned: Outcomes of this study suggest that blended learning is a viable tool to support teaching and learning of obstetric emergencies in an OB/GYN residency program.



Downloads

PDF  (3.04 MB PDF FORMAT)

RIS citation   (ENDNOTE, REFERENCE MANAGER, PROCITE, REFWORKS)

Supplementary Files 1  (88.17 KB DOCX FORMAT)

BibTex citation   (BIBDESK, LATEX)


Sharing


What Your Colleagues Say About Journal of Medical Education and Curricular Development
Working with the Editor at the Journal of Medical Education and Curricular Development, and the publishing staff at Libertas Academica was an excellent experience.  From submission to revision, the editorial process was smooth and fair.  I had such a good experience that I will consider journals of Libertas Academica at the top of my list the next time I want to submit a manuscript.
Dr Jonathan J. Wisco (Brigham Young University, Provo, Utah, USA)
More Testimonials

Quick Links


New article and journal news notification services
Email Alerts RSS Feeds
Facebook Google+ Twitter
Pinterest Tumblr YouTube