Serology Curriculum for Residents Using Online, Case-Based Simulation Modules

Abstract

Abstract Background Although serology concepts are a frequent topic of examination for Pathology trainees, serology education is challenging, in part, because the performance of serologic tests may occur in different laboratories (immunology, microbiology, or chemistry.) Serology educational topics and curriculums may be eclipsed by topics concerning the larger laboratory in which serology resides. We developed a one-week standalone curriculum in which residents were given four case-based vignettes to solve and discuss with a faculty member, eight online case-based simulation modules, and bench time in the laboratory with medical laboratory scientists performing serological tests (RPR, VDRL, hepatitis, and HIV). Objectives To evaluate the advantages and educational utility of online modules as adjuncts to other modalities used during a standalone serology rotation. Methods The online modules are housed within an e-learning Portal. Residents were asked to print the certificate of completion for the eight modules assigned at the end of the week. A survey of the week-long rotation was given to the residents one week and up to 2 months after the rotation. Residents could complete the survey anonymously. Results Twenty-three first-year residents (representing a 3-year period) presented completion certificates for the online modules, but only 10 (43.5%) responded to the survey. The average percentage of correct answers for online modules ranged from 73% for the HIV module to 88% for the hepatitis B module. The number of residents with scores below 80% was highest for the Epstein-Barr virus (EBV) and Cryptococcus modules (8 and 9 residents scoring <80% respectively) and lowest for hepatitis B and toxoplasmosis modules (2 and 3 respectively). On the survey, residents stated that they had repeated the online modules between 1 and 4 times, with an average of 1 to 2 attempts. Although there was not a specific module rated as the most enjoyable, the toxoplasmosis and EBV modules were picked by 3 out of 10 residents as his or her favorite. There was no consensus on which module was subjectively easiest or most difficult, nor which was the least enjoyed. The majority of the residents (7/10) found the online modules helpful and all ten residents stated that they learned more after completion of the online modules as the modules reinforced (6/10) concepts important to serologic testing. Conclusions The online, case-based simulation modules are an effective addition to a serology curriculum that includes case-based discussions and time spent in the laboratory participating in test performance. The online modules are an effective educational tool because they reinforce learning and provide additional structure to the serology curriculum.