Medical documentation, an essential element of Ob/Gyn practice, is important in both ambulatory and in-patient settings. This type of education is usually given in environments that separate learners from faculty, especially since learners usually do not formally participate in this type of education. Further, currently held documentation sessions are usually not interactive.
We tested Ob/Gyn documentation education in a venue that actively engaged attendings, residents, fellows and medical students in one setting. Engagement and immediate response was noted by utilization of the audience response system (ARS). The documentation questions were formatted into ten clinical scenarios that were common on L&D and on the gyn floors of the hospital. There were three options for each question.
The audience we tested, composed of 15 learners, 10 faculty, 2 nurses and 1 staff, responded electronically with the correct answer provided immediately after each question. This was followed by discussion among all of participants, including the learners. The ARS fostered an interactive conversation among the audience with varying levels of knowledge on documentation. 86% of the audience would use the ARS again while 75% indicated interest in further documentation training.
Simultaneous educational events with learners and faculty are encouraged by these data. Our data were consistent with the literature on ARS learning which confirms that the system is positively received. The strengths of this venue include immediate feedback of key learning points and active exchange of information among a variety of learners.
Department ObGyn and Reproductive Sciences, Rutgers RWJ, New Brunswick, NJ
Financial Disclosure: The authors did not report any potential conflicts of interest.