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

Abstract

Abstract Introduction/Objective Although serology concepts are a frequent exam topic for Pathology trainees, serology education remains challenging, in part, because serologic test performance occurs in different laboratories (immunology, microbiology, or chemistry.) Serology education topics may be eclipsed by larger concerns of the laboratory where serology resides. To evaluate the utility and advantages of online modules as adjuncts to other education modalities used during a standalone serology rotation, we developed a one-week curriculum in which residents were given four case-based vignettes to discuss with faculty, eight online case-based simulation modules, and bench time in the laboratory performing serological tests (RPR, VDRL, hepatitis, and HIV). Methods The online modules are housed within an e-learning portal. Residents were asked to print certificate of completion for eight assigned modules. Residents were offered an anonymous survey of the rotation between one week and up to 2 months after completing the rotation. Results Twenty-three first-year residents (spanning a 3-year period) completed the online modules, and 10 (43.5%) completed the survey. The average percentage of correct answers 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 EBV and Cryptococcus modules (8 and 9 scoring <80% respectively) and lowest for hepatitis B and toxoplasmosis modules (2 and 3 respectively). On the survey, residents stated they had repeated the online modules between 1 and 4 times, averaging between 1 and 2 attempts. Although there was no specific module rated as 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 least enjoyed. The majority of the residents (7/10) found the modules helpful and all ten residents stated that they “learned more” after completion of the modules because they reinforced (6/10) concepts important to serologic testing. Conclusion The online, case-based simulation modules are effective additions to a serology curriculum that includes case-based discussions and time in the laboratory performing tests. The online modules are effective because they provide additional structure and reinforce learning within the serology curriculum.