- Email: [email protected]
July 2013 (vol. 209, no. 1, page 72)
Research
ajog.org
Education
demonstrated a significant increase in score for the GOLE group. The significantly higher ACGME global score in the GOLE group suggests that the educational model helped users gain greater mastery of the ACGME Core Competencies than did traditional selfregulated learning. The structured approach to researching clinical topics and assimilating the information into an organized communication led to improved presentations for the GOLE group. The GOLE model promoted improvement in presentation content for aspects of 5 ACGME Core Competencies: medical knowledge, patient care, practicebased learning and improvement, professionalism, and systems-based practice. While the full benefit of the GOLE model will vary by the individual learner, it may foster a consistent approach to the development of new medical knowledge. This broad-based approach to achieving ACGME Core Competencies is novel;
many educational assessment tools are narrowly focused on a single competency. Potential confounding of the study results was minimized by block randomization of the participants and requesting that they not discuss their participation. Adherence to a blinded randomization scheme was intended to minimize the effect of student motivation. Participants in the study were allowed to freely pick a clinical topic of their choosing to simulate the proposed use for self-regulated clinical education. This study has demonstrated that the GOLE model provides a structured and efficient approach to medical learning through a broad range of ACGME Core Competencies. These benefits for students were achieved without: increased preparation time, increased use of resources, or increased presentation time. The GOLE model may be a useful technique in the clinician’s toolbox to guide clinical medical education.
CLINICAL IMPLICATIONS -
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Self-regulated learning is a method to maintain competency in evidencebased medicine for medical providers; the guided outcomes in learned efficiency model may provide a structured and efficient approach to this process. The guided outcomes in learned efficiency model appeared to improve presentation content for aspects of 5 Accreditation Council for Graduate Medical Education (ACGME) Core Competencies: medical knowledge, patient care, practice-based learning and improvement, professionalism, and systems-based practice. A survey instrument developed from ACGME Core Competencies may be a useful tool to assess perceived improvement in clinical knowledge in future medical education research. -
CORRECTIONS July 2013 (vol. 209, no. 1, page 72) Siristatidis C, Chrelias C. Planned home birth: the professional response. Letters to the Editors. Am J Obstet Gynecol 2013;209:e72-3. The first names and surnames of the authors of a Letter to the Editors were reversed. Their correct names are Charalampos Siristatidis, MD, PhD, and Charalampos Chrelias, MD, PhD. Accordingly, the Reply to their letter by the authors of the article cited (Chervenak FA, McCullough LB, Brent RL, Levene MI, Arabin B. Planned home birth: the professional responsibility response. Am J Obstet Gynecol 2013;208:31-8) should have been addressed to Dr Siristatidis and Dr Chrelias rather than to “Drs Charalampos.” July 2013 (vol. 209, no. 1, page 20) Two references cited in a July 2013 article (Geller EJ, Matthews CA. Impact of robotic operative efficiency on profitability. Am J Obstet Gynecol 2013;209:20.e1-5) require correction, as follows: 18. Sarlos D, Kots L, Stevanovic N, Schaer G. Robotic hysterectomy versus conventional laparoscopic hysterectomy: outcome and cost analyses of a matched case-control study. Eur J Obstet Gynecol Reprod Biol 2010;150:92-6. 19. Rowe CK, Pierce MW, Tecci KC, et al. A comparative direct cost analysis of pediatric urologic robot-assisted laparoscopic surgery versus open surgery: could robot-assisted surgery be less expensive? J Endourol 2012;26:871-7. A letter to the editors and authors’ reply regarding these citations and other matters related to the article appear in this issue of the Journal. See related Letter to the Editors and Reply, page 569
546 American Journal of Obstetrics & Gynecology NOVEMBER 2014
ajog.org
Education
demonstrated a significant increase in score for the GOLE group. The significantly higher ACGME global score in the GOLE group suggests that the educational model helped users gain greater mastery of the ACGME Core Competencies than did traditional selfregulated learning. The structured approach to researching clinical topics and assimilating the information into an organized communication led to improved presentations for the GOLE group. The GOLE model promoted improvement in presentation content for aspects of 5 ACGME Core Competencies: medical knowledge, patient care, practicebased learning and improvement, professionalism, and systems-based practice. While the full benefit of the GOLE model will vary by the individual learner, it may foster a consistent approach to the development of new medical knowledge. This broad-based approach to achieving ACGME Core Competencies is novel;
many educational assessment tools are narrowly focused on a single competency. Potential confounding of the study results was minimized by block randomization of the participants and requesting that they not discuss their participation. Adherence to a blinded randomization scheme was intended to minimize the effect of student motivation. Participants in the study were allowed to freely pick a clinical topic of their choosing to simulate the proposed use for self-regulated clinical education. This study has demonstrated that the GOLE model provides a structured and efficient approach to medical learning through a broad range of ACGME Core Competencies. These benefits for students were achieved without: increased preparation time, increased use of resources, or increased presentation time. The GOLE model may be a useful technique in the clinician’s toolbox to guide clinical medical education.
CLINICAL IMPLICATIONS -
-
-
Self-regulated learning is a method to maintain competency in evidencebased medicine for medical providers; the guided outcomes in learned efficiency model may provide a structured and efficient approach to this process. The guided outcomes in learned efficiency model appeared to improve presentation content for aspects of 5 Accreditation Council for Graduate Medical Education (ACGME) Core Competencies: medical knowledge, patient care, practice-based learning and improvement, professionalism, and systems-based practice. A survey instrument developed from ACGME Core Competencies may be a useful tool to assess perceived improvement in clinical knowledge in future medical education research. -
CORRECTIONS July 2013 (vol. 209, no. 1, page 72) Siristatidis C, Chrelias C. Planned home birth: the professional response. Letters to the Editors. Am J Obstet Gynecol 2013;209:e72-3. The first names and surnames of the authors of a Letter to the Editors were reversed. Their correct names are Charalampos Siristatidis, MD, PhD, and Charalampos Chrelias, MD, PhD. Accordingly, the Reply to their letter by the authors of the article cited (Chervenak FA, McCullough LB, Brent RL, Levene MI, Arabin B. Planned home birth: the professional responsibility response. Am J Obstet Gynecol 2013;208:31-8) should have been addressed to Dr Siristatidis and Dr Chrelias rather than to “Drs Charalampos.” July 2013 (vol. 209, no. 1, page 20) Two references cited in a July 2013 article (Geller EJ, Matthews CA. Impact of robotic operative efficiency on profitability. Am J Obstet Gynecol 2013;209:20.e1-5) require correction, as follows: 18. Sarlos D, Kots L, Stevanovic N, Schaer G. Robotic hysterectomy versus conventional laparoscopic hysterectomy: outcome and cost analyses of a matched case-control study. Eur J Obstet Gynecol Reprod Biol 2010;150:92-6. 19. Rowe CK, Pierce MW, Tecci KC, et al. A comparative direct cost analysis of pediatric urologic robot-assisted laparoscopic surgery versus open surgery: could robot-assisted surgery be less expensive? J Endourol 2012;26:871-7. A letter to the editors and authors’ reply regarding these citations and other matters related to the article appear in this issue of the Journal. See related Letter to the Editors and Reply, page 569
546 American Journal of Obstetrics & Gynecology NOVEMBER 2014