683: Video podcasts and the 3rd year medical students’ experience on maternal fetal medicine

Abstract

Resident education of medical students during their clinical rotations is integral to student learning. However, residents on a Maternal Fetal Medicine (MFM) service are often busy with high acuity clinical duties, limiting time for teaching. Therefore, we sought to examine the effect of resident-created self-learning videos on third year Obstetrics and Gynecology Core Clerkship students’ knowledge and attitudes about their MFM rotation when compared to usual teaching. We performed a randomized control trial using block randomization in which students received usual teaching or usual teaching plus six 5-10 minute resident-created self-learning videos, each based on a common MFM topic. Pre- and post-rotation previously validated questionnaires were given to assess student MFM content knowledge and rotation satisfaction. Residents were blinded to the intervention to avoid bias in teaching efforts. Questionnaire answers were compared between intervention and usual teaching students and groups using Student’s t-test, McNemar’s test or the paired t-test as appropriate. Power analysis showed the ability to detect a moderate effect size, with Cohen’s d = 0.58. 48 students were randomized. Students randomized to intervention versus usual teaching did not differ significantly in most demographics, including age (mean=25.5 v. 25.8, p=0.75) and previous exposure to women’s health (33.3% v 37.5%, p=1.00). Intervention group students had completed more third year core clerkships prior to their MFM experience compared to usual teaching group (4.1 vs. 2.5, p>0.01)). There was no difference between groups for pre-intervention MFM content knowledge (36% v. 34%, p=0.75). Post-intervention knowledge scores were also not different between groups (50% vs 59%, p=0.07), although there was a trend to significance. The intervention group was less satisfied with their MFM experience compared to the usual teaching group (mean score 4.00 vs. 4.61, p>0.01) and with resident teaching on the rotation (mean score 3.79 vs. 4.56 p=0.02). Resident-created self-learning videos for third year students on an MFM service did not improve student knowledge or satisfaction with the MFM experience.