Average Percentage Of Correct Answers Research Articles

Knowledge of Healthcare Workers Regarding Road Traffic Child Safety in South Bačka District, Serbia.

Healthcare workers (HCW) can have an important role in educating parents about child road safety, but research on the topic shows that they usually do not have adequate knowledge. Thus, the aim of our study was to analyze their knowledge in the field of child road safety. The cross-sectional study was conducted among HCW from South Bačka district, Serbia, using a specially created questionnaire for assessing knowledge on road traffic injuries in children. The research involved the participation of 317 healthcare workers (86 physicians and 231 nurses). Healthcare workers from primary healthcare made up almost 70% of all respondents, followed by those from tertiary (21.8%) and secondary (11.3%) level institutions. The average percentage of correct answers on the knowledge test was 74.3% (mean=22.3, SD=4.0). Out of all respondents, HCWs employed in the paediatrics department had a significantly higher percentage of correct answers at 77.7% (mean=23.3, SD=3.4) compared to other health workers at 73% (mean=21.9, SD=4.1) (p=0.002). Association analysis demonstrated that HCW employed at paediatric departments on average scored 1.37 (95% CI: 0.40-2.33, p=0.006) points higher in comparison with other HCW. This research demonstrated an unsatisfactory level of knowledge on child road safety by HCW, and the variability across different question domains, which underlines the need for continuous educations in order to improve their knowledge. Our results may serve in planning additional public health measures and can provide a reference for future studies.

Effectiveness of Using Mental Maps Using the Mindomo Mobile Application in the Training of Biology Teachers

In this article, the authors investigated the effectiveness of using mental maps using the Mindomo mobile application. As an evaluation criterion, we used the average percentage of correct answers to the test on the studied topic immediately after the end of the module and again after 3 months. The results indicate the effectiveness of such a tool as mental maps in learning, including in the long term; however, for long-term storage of information, the manual method of drawing turns out to be more effective than using a mobile application.

Using an Isomorphic Instrument: What Do Physics Education Students Think About Buoyance?

Physics education students' understanding of buoyancy can differ from student to student and is difficult to know accurately. Appropriate instruments are needed to diagnose the conception of physics education students. This research aims to determine how physics education students think about buoyancy by applying a five-tier isomorphic instrument. The respondents of this research were physics education students at Padang State University who had studied Archimedes' principle regarding buoyancy, totaling 135 people. The research results show that physics education students have different average percentages of correct answers regarding the number of tiers. The average percentage of correct answers in the first tier is 13%, while in the combination of tier 1 and tier 3 (two-tier) is 7%. Overall, the average percentage of correct scores based on tiers one to four (four-tier instrument) on the buoyancy concept is 4%. They are, furthermore, based on isomorphic analysis: ISO-1 = 8%, ISO-2 = 1%, and ISO-3 = 8%. These results are then classified as poor conceptual understanding because the percentage of conceptual understanding obtained is below 30%. The source of physics education students' conceptions comes from personal thoughts about 80%, from observations about 15%, and the rest from other sources.

Does Google's Bard Chatbot perform better than ChatGPT on the European hand surgery exam?

According to a previous research, the chatbot ChatGPT® V3.5 was unable to pass the first part of the European Board of Hand Surgery (EBHS) diploma examination. This study aimed to investigate whether Google's chatbot Bard® would have superior performance compared to ChatGPT on the EBHS diploma examination. Chatbots were asked to answer 18 EBHS multiple choice questions (MCQs) published in the Journal of Hand Surgery (European Volume) in five trials (A1 to A5). After A3, chatbots received correct answers, and after A4, incorrect answers. Consequently, their ability to modify their response was measured and compared. Bard® scored 3/18 (A1), 1/18 (A2), 4/18 (A3) and 2/18 (A4 and A5). The average percentage of correct answers was 61.1% for A1, 62.2% for A2, 64.4% for A3, 65.6% for A4, 63.3% for A5 and 63.3% for all trials combined. Agreement was moderate from A1 to A5 (kappa = 0.62 (IC95% = [0.51; 0.73])) as well as from A1 to A3 (kappa = 0.60 (IC95% = [0.47; 0.74])). The formulation of Bard® responses was homogeneous, but its learning capacity is still developing. The main hypothesis of our study was not proved since Bard did not score significantly higher than ChatGPT when answering the MCQs of the EBHS diploma exam.In conclusion, neither ChatGPT® nor Bard®, in their current versions, can pass the first part of the EBHS diploma exam.

An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse

PurposeThe aim of this study was to evaluate an interuniversity competition online to learn radiology held in a 3-D virtual world, the Second Life metaverse, by analyzing the results of the game and students’ perceptions. MethodsMedical students voluntarily participated in teams of four, for 6 weeks, successively covering radiologic anatomy and radiologic semiology of the chest, abdomen, and musculoskeletal. Each week, participants had 4.5 days to study self-learning presentations and 2.5 days to complete an individual multiple-choice test and a team task, the results of which determined the game’s ranking. Participants were asked to complete a cognitive-load test, a perception questionnaire, and a postexposure knowledge test. ResultsThe competition was repeated for 2 years (editions), in 2020 and 2021. Seventy-five of 102 teams (73.5%) registered completed the game; 76% of them included third-year students. The average percentage of correct answers in the individual tests and team tasks was 74.2 ± 15.1 and 71.6 ± 14.7 respectively, without significant differences between both competitions. In general, the experience was valued positively (scores >8 on a 10-point scale). A lower perception score was found in 2021 among students from universities other than the organizing university, showing a positive correlation with the in-game score. ConclusionsAn interuniversity competition in the Second Life metaverse for undergraduate learning radiology is feasible and reproducible. Participating medical students considered it interesting and useful and also identified this activity during the 2 years of the coronavirus disease 2019 pandemic as a playful learning and social interaction experience.

Performance of the Large Language Model ChatGPT on the National Nurse Examinations in Japan: Evaluation Study.

ChatGPT, a large language model, has shown good performance on physician certification examinations and medical consultations. However, its performance has not been examined in languages other than English or on nursing examinations. We aimed to evaluate the performance of ChatGPT on the Japanese National Nurse Examinations. We evaluated the percentages of correct answers provided by ChatGPT (GPT-3.5) for all questions on the Japanese National Nurse Examinations from 2019 to 2023, excluding inappropriate questions and those containing images. Inappropriate questions were pointed out by a third-party organization and announced by the government to be excluded from scoring. Specifically, these include "questions with inappropriate question difficulty" and "questions with errors in the questions or choices." These examinations consist of 240 questions each year, divided into basic knowledge questions that test the basic issues of particular importance to nurses and general questions that test a wide range of specialized knowledge. Furthermore, the questions had 2 types of formats: simple-choice and situation-setup questions. Simple-choice questions are primarily knowledge-based and multiple-choice, whereas situation-setup questions entail the candidate reading a patient's and family situation's description, and selecting the nurse's action or patient's response. Hence, the questions were standardized using 2 types of prompts before requesting answers from ChatGPT. Chi-square tests were conducted to compare the percentage of correct answers for each year's examination format and specialty area related to the question. In addition, a Cochran-Armitage trend test was performed with the percentage of correct answers from 2019 to 2023. The 5-year average percentage of correct answers for ChatGPT was 75.1% (SD 3%) for basic knowledge questions and 64.5% (SD 5%) for general questions. The highest percentage of correct answers on the 2019 examination was 80% for basic knowledge questions and 71.2% for general questions. ChatGPT met the passing criteria for the 2019 Japanese National Nurse Examination and was close to passing the 2020-2023 examinations, with only a few more correct answers required to pass. ChatGPT had a lower percentage of correct answers in some areas, such as pharmacology, social welfare, related law and regulations, endocrinology/metabolism, and dermatology, and a higher percentage of correct answers in the areas of nutrition, pathology, hematology, ophthalmology, otolaryngology, dentistry and dental surgery, and nursing integration and practice. ChatGPT only passed the 2019 Japanese National Nursing Examination during the most recent 5 years. Although it did not pass the examinations from other years, it performed very close to the passing level, even in those containing questions related to psychology, communication, and nursing.

Electronic platform-based education for radiology residents: results of a two-year survey

BackgroundElectronic platform based-learning for residents is increasing. The aim of this study was to identify the most reliable predictor variables related to the usage of electronic platform-based educational material for radiology residents which can predict a successful multiple-choice test during the academic year.MethodsA two year survey was conducted based on the records of electronic platform-based educational material for radiology residents. Radiology resident education was based on the educational content of two educational electronic platform databases named RADPrimer and STATdx (Elsevier, Amsterdam) consisting in evidence-based and expert-vetted summary information to support learning and diagnosing in radiology. A pool of multiple-choice questions was addressed in RADPrimer by each resident after 6 months from the beginning of each academic year, and at the end of the respective residency year as part of end of the year assessment. A per-resident analysis was performed to analyze the correlation between the amount of electronic platform content accessed by residents (measured by total login times, login frequency per month, and the number of per-topic addressed questions) in preparation for the electronic test during the academic year (predictor variables) and per-resident average percentage of correct answers on electronic test (outcome variable). Statistical significance (p < 0.05) was determined using logistic regression and correlation analysis.ResultsTotal login times (OR, 3; 95% CI, 2.2 -4), login frequency per month (OR, 4; 95% CI, 3.1–5.3), the number of per-topic addressed questions (OR, 3; 95% CI, 2.2 -4), and the number of topic-verified correct answers to multiple choice test (OR, 30.5; 95% CI, 12.8–80.9) all showed a statistically significant correlation with final percentage of correct answers on final year electronic test.ConclusionThe number of correct answers to multiple choice test was related to the number and frequency of login access, the number of per-topic addressed questions and the number of topic-verified correct answers to multiple choice test. The electronic-based educational material contributes significantly to a successful radiology residency program.

Knowledge Attitudes and Sense of Self-Efficacy of Primary Education Teachers towards Students with Insulin-Dependent Diabetes Mellitus

IntroductionThe positive attitude towards students with Diabetes Mellitus type 1(DM1) and the teacher’s knowledge seem to be important conditions both for the practical support of children with type 1 ED in primary education and for the self-efficacy of teachers in the school context. Self-efficacy involves the belief that a person has the ability to create change through personal actions.ObjectivesTo investigate the level of knowledge of Primary Education teachers about DM1, their attitudes towards students with insulin-dependent diabetes, as well as their levels of self-efficacy in the management of diabetes in the school environment.MethodsThis is a cross-sectional study, where the sample consisted of 150 teachers working in Public Primary Schools of Athens, the capital of Greece. The following questionnaires were used to collect the data: (a) socio-demographic characteristics questionnaire, (b) primary education teachers’ knowledge and attitudes questionnaire about insulin-dependent diabetes, and (c) the generalized self-efficacy scale.Results24.7% of participants were male and the mean age was 43.79 (±10.11). The average percentage of correct answers to the knowledge questionnaire was 86.00 (±9.01), also, the average score of perceptions about the role of the school nurse was 90.53 (±9.39), for the role of students with DM1 89.17 (±11.42), for the readiness of teachers/educational system to manage students with DM1 48.10 (±13.22), and of the self-efficacy was 30.71 (±13, 67). The questions with the lowest percentage of correct answers were: “What is the normal range of blood sugar values when we are fasting?” (62.70%) and “If you find a child with DM1 unconscious what should you do immediately?” (52.70%). The percentage of correct responses was found to have a positive statistically significant correlation with self-efficacy score (p=0.05), years of service (p=0.003), age (p=0.014), teachers who had at some point students with DM1 in their classroom versus those who did not (p=0.045).ConclusionsExperienced and qualified staff could effectively support students not only practically by assisting them with daily activities but also by creating an environment based on understanding and acceptance.Disclosure of InterestNone Declared

Social determinants of health: Awareness and attitude of students and professors in medical sciences universities.

Considering the obvious and important role of social determinants of health on health outcomes and the mission of medical universities in explaining it, the aim of this study was to determine the awareness and attitude of the medical universities students and professors toward social determinants of health. This descriptive-survey study was conducted on the students and professors of Isfahan and Kashan Universities of Medical Sciences in fields related to social determinants of health and at different educational levels in the years 2020-2021. Data were collected by a researcher-made questionnaire of awareness and attitude. Data were reported by descriptive statistics using Statistical Package for Social Sciences (SPSS) 20. The average percentage of correct answers to awareness questions was 44% by professors and 33.3% by students. The overall mean score of professors' attitude toward social determinants of health was 2.48 and students' attitudes were 2.65 out of 5. Professors' awareness about social determinants of health was more than students and their attitude was less positive than students. Considering that a significant percentage of effective factors in health outcomes are social determinants of health and bearing in mind that universities, especially medical universities in providing healthcare, maintaining, improving, and promoting the health of the community, and also training the necessary human resources in the health sector to provide services play an important role, officials and decision-makers in the Ministry of Health and universities should decide to define this issue in the educational curriculum as well as holding related workshops.

Технология чат-ботов как средства формирования иноязычной грамматической компетенции при самостоятельном обучении

Importance. The necessity for greater personalization of learning is a significant feature of foreign language teaching for an adult audience. This need is due to the individual experience of adult learners, narrower learning needs and limited time resources. One of the ways to build individual trajectories is the technology of an automated chatbot, which can be implemented on the basis of the Telegram messenger. The purpose of the study is to determine the effectiveness of this method for the development of the grammatical competence of adult learners. Materials and methods. Experimental methods were used with statistical processing of quantitative data, as well as questionnaires to collect qualitative data. The material of the study was the answers of the study participants, collected as part of the introductory and exit testing of grammatical skills in self-study. Results and Discussion. The bot was tested on a group of 29 A2-B1 students who scored an average of 61,11 % correct on the pretest. After three weeks of using the bot, the average percentage of correct answers on the post-test of the group reached 72,22 %. The results were statistically significant (p = 0,003) and confirmed the effectiveness of the bot as a tool for improving grammatical competence. Conclusion. The use of a chatbot has shown to be effective in developing the grammatical competence of adult learners. The data obtained can serve as a basis for the further development of similar tools aimed at developing a wider range of skills and abilities – lexical competence, listening or reading.

Digistar 6-Based Planetarium as an Educational Media for Learning about the Sun Position Using a Horizontal Coordinate System

A good understanding of the labeling of the positions of celestial bodies, including the Sun, in a horizontal coordinate system, is absolutely necessary as a basis for understanding astronomy and astrophysics. The existence of media that can be used to provide simulations of the celestial sphere and its coordinate system is very important to support the learning process. Through this quantitative descriptive statistical research with One-Group Pretest-Posttest Design, it can be shown that the use of Digistar 6-Based Planetarium as an educational medium can improve students' understanding of the position of the Sun in a horizontal coordinate system. The increase in understanding was marked by an increase in the average percentage of correct answers from pretest to posttest by 32.89%, an increase in the percentage of minimum and maximum correct answers by 54% and 60%, respectively, and an increase in the number of passes in the PAP version by 53.34%.

Kemampuan Number Sense Siswa SMP berdasarkan Gender

Number sense ability is a basic skill that must be mastered by students at various levels of education. Number sense is concerned with one's sensitivity to numbers and flexibly using them in calculations and to solve given problems, both in mathematics and in everyday life. Number sense is very important to be mastered by students in facing the numeracy test in the Minimum Competency Assessment. This study aims to investigate the number sense ability of junior high school students based on gender. The research method used is descriptive quantitative with 80 grade IX junior high school students as subjects. This subject consisted of 40 female students and 40 male students. Data collection was done by giving a number sense test as many as 10 questions to all subjects, the correct answer was worth 1 and the wrong answer was worth 0. The results showed that the number sense abilities of female and male students were in the low category with an average percentage of correct answers. each gender is 32.50% and 27.00%.

Evaluation of the effectiveness of the Chronological Dental Mineralization Table of Permanent Teeth among Brazilians in the city of Belo Horizonte

The knowledge of an individual age, especially children and young people, is important in civil and criminal cases, such as adoption and when is important determining criminal imputability. To estimate this age, when there are no suitable documents to prove it, body development factors are used, especially those that show the stages of mineralization of the teeth. To this estimation, numerous tables have been developed in the most diverse regions. The aim of this study was to analyze the accuracy of the Chronological Table of Mineralization of Permanent Teeth among Brazilians in a region different from that in which the method was developed, namely, Vale do Paraíba (SP - Brazil). For this purpose, 442 panoramic radiographs of individuals aged 5 years to 20 years and 4 months, taken in the central region of the city of Belo Horizonte (MG), were used. After applying the table, with the determination of the stages of each tooth present in the radiograph and an average between them, using the data developed by the authors, the total average percentage of correct answers was 63.5%, showing a low number, especially in the age range of 14 to 17 years. When the estimate was analyzed for sexual dimorphism, no significant differences were found. Through this study, one can perceive a need for standardization and detailing in the methodology, besides its updating and complementation with data that encompass dental development in the different regions of the country.

Investigating Quick Speech-in-Noise Comprehension in Adult Bimodal Users

Introduction: The use of cochlear implants, due to technological limitations, causes problems in speech comprehension in the presence of noise. This study aimed to evaluate the speech-in- noise (SIN) comprehension with emphasis on high-frequency components between users of different bimodal adult.&#x0D; Materials and Methods: This study was conducted on 33 adult participants with a mean age of 36 years using bimodal (cochlear implant in one ear and hearing aid in another ear: CI/HA) style of different companies. Quick SIN with emphasis on high-frequency components was performed on the participants using an audiometer, an amplifier, and one speaker.&#x0D; Results: Comparing the average percentage of correct answers from the word recognition test in the presence of noise in bimodal users showed that the Cochlear brand provides a better signal-to-noise (SNR) compare to other brands. Our result shows that bimodal users of Advance bionic and Med-El groups have better performance in speech recognition than other brands.&#x0D; Conclusion: Bimodal users of Advance bionic and Med-El have better SNR loss than other brands. Besides, further studies on different ages can be helpful to make the right decision in this regard.

Exploration of Geriatric Care Competencies in Registered Nurses in Hospitals.

Older adults occupy one third of acute care hospital beds, and the regular duties of many nurses include caring for older patients. A working knowledge of geriatric care competencies is necessary for nurses to provide high-quality care to older patients and their families. It is unclear how nurses who work in acute care hospitals self-evaluate their geriatric care competencies and how these self-evaluated abilities differ from the objective abilities of these nurses. This study was designed to explore the geriatric care competencies of nurses in hospitals and to identify the factors associated with these competencies. This was a cross-sectional study. Nurses who were employed and directly caring for patients aged 65 years and older in any of the adult wards of a medical center located in southern Taiwan were recruited as participants. A structured questionnaire was developed based on a review of the relevant literature and validated using expert consensus. This questionnaire included a demographic datasheet, knowledge of geriatric care scale, attitude of geriatric care scale, self-evaluation of geriatric care competency, and geriatric care competency test. Descriptive and inferential statistics were used to analyze the geriatric care competencies of the participants and related factors. One hundred seventy nurses were enrolled as participants. The average self-evaluation score for geriatric care competency was 67.74 (SD = 0.84). However, the average percentage of correct answers given on the geriatric care competency test was much lower (17.6%). The self-evaluation score was found to be significantly associated with job satisfaction and having received continuing education in geriatric care. In addition, age was shown to significantly affect the percentage of correct answers given on the geriatric care competency test. A significant gap was found between the self-perceived and actual competencies of nurses in terms of providing geriatric care. Appropriate policies are necessary to improve the geriatric care competencies of nurses working in hospitals and to oversee the implementation of effective educational methods in Taiwan.

Number sense ability of junior high school students

Number sense is a basis for learning mathematics. It can be interpreted as a person’s sensitivity about numbers and its operations with flexibility and intuition about numbers. If students have a good number sense ability, they will not encounter difficulty in solving number related problems. The fact is, number sense ability on various educational stage are still low. Students don’t have the sensitivity on the nature of the order of numbers. This study aims at classifying students’ number sense ability. So, in the near future, an effort to resolve the problem can be done. The subjects of this study were 80 ninth grade students of MTs NW Putra and Putri Narmada. The instrument that used in the study was 10 item number sense questions that were completed in 15 minutes. The result shows that the students’ number sense ability was at a low level with an average percentage of correct answers only 29.75%. Therefore, it can be inferred that the students are still weak in all components of number sense. The lowest skill is in the second component that is knowledge of facility with operations, with the result that the percentage of the number of correct answers is only 16.67%.

AVALIAÇÃO DO CONHECIMENTO SOBRE O PROCESSO DE DOAÇÃO E TRANSPLANTE DE ÓRGÃOS E TECIDOS ENTRE ESTUDANTES DA ÁREA DA SAÚDE DA FACULDADE DE MEDICINA DE MARÍLIA

Introduction: Over the years, techniques used in organ transplantation have improved. However, the number of donors has not increased at the same rate. One of the major causes for this mismatch is the lack of information of the population on transplant process. When the misinformation is extended to health professionals, the impacts are significant, since they have active participation throughout the process. Purpose: The aim of this study was to assess the Medicine and Nursing students from the Marilia Medical School the level of knowledge about organs and tissues donation and transplantation at the moment of the questionnaire application. Method: This is a descriptive transversal study, developed through the application of a ten multiple choice questions questionnaire comprising the theme of brain death, organ and tissues donation and transplantation. The analysis of the collected data was inserted and processed by using statistical software (EpiInfo and EpiData), and were assessed by the chi-square test. Result: 185 students from the courses of Medicine (4th-6th grade) and Nursing (1st-4th) answered the questionnaire. The average percentage of correct answers among medical and nursing students was 43.9% and 34.7%, respectively. Conclusion: The results of this study pointed to a deficit of knowledge about brain death and its consequences among the students of the Marilia Medical School. By acknowledging the prominent role that health professionals take in all the stages of the organ and tissue transplantation process, the expansion of the knowledge in this area during the undergraduate stages is an indispensable measure to achieve a satisfactory performance.

The relationship between sosiodemographic factors and public knowledge of herbal medicines in two districts in Sleman Regency

Introduction: The use of herbal medicines in the community is increasing, both in developing and developed countries.. Most people use herbal medicine for generations or based on experience. Therefore, it is necessary to analyze the public knowledge about herbal medicine to support the use of herbal medicines appropriately and correctly Objective : To determine the relationship between sociodemographic characteristic with public knowledge level about herbal medicine in Sleman Regency. Methods: Survey research conducted on the people of Minggir and Cangkringan districts, Sleman Regency. Sampling of 240 respondents was done by cluster sampling method. Data obtained from the distribution of questionnaires that have been validated to the public. The correct answer was counted and scored, then responden who score greater or equal to the mean were grouped into good knowledge, whereas those who score less than mean were grouped into poor knowledge. Data were analyzed by univariate and bivariate by chi-square test. Result : The majority of respondents were women (61.2%) and the most age was 26-45 years (46.7%). The respondents' knowledge is the best in the domain of how to use herbal medicine with an average percentage of correct answers 67.6%. In the domain of side effects, the average percentage of answers is only 47.7%. Overall respondents who had a good level of knowledge were 66.2% and respondents who were poorly knowledgeable were 33.8%. The results of the bivariate analysis showed no correlation between sociodemographic characteristics and knowledge level about herbal medicine (p&gt; 0.05). Conclusion: Most people in Sleman Regency have good knowledge about herbal medicine. However, education still needs to be done about herbal medicines, especially the efficacy and side effects.

Developing a Dementia Care Training Curriculum for Registered Dietitians

Research supports the need for healthcare providers who are trained in providing care to older adults with dementia. However, few training options exist for Registered Dietitians (RDs) seeking dementia care training that is specific to nutrition. The purpose of this project was to adapt an existing dementia care training curriculum to meet the learning needs of RDs. The development team included two experts in dementia training and two RDs with expertise in gerontological nutrition. The new training module was based on the existing Positive Approach to Care™ (PAC) curriculum, which incorporates Kolb’s Experiential Learning Theory and the Adult Experiential Learning Cycle. The development team first identified learning objectives for content that would be relevant to RDs who work with persons living with dementia, and modified components of the existing PAC curriculum to meet these objectives. After a preliminary pilot, the 2-hour program was presented to 20 RDs using a combination of lecture presentation, experiential learning, and skill-building techniques. Participants were provided written materials to reinforce the concepts presented. Participants answered five dementia-specific questions before and after the training, and overall, the average percentage of correct answers improved following the training. Two weeks following the training, participants completed an open-ended survey to provide feedback on the training. Participants responded favorably to the mixed learning formats in the training. When asked to rank their preferred learning methods, participants indicated lecture-based learning and experiential learning as their top preferred methods. These findings indicate that the adapted curriculum may improve dementia knowledge among RDs.

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

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 &amp;lt;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.