• Patricia S Huguelet, Margaret Abraham, Veronica I Alaniz, Andrey V Dolinko, Tania Dumont, Nicole Karjane, Janina V Pearce, Kara Ruder, Carol Wheeler, and Maryam Guiahi.
• Department of Obstetrics and Gynecology, University of Colorado School of Medicine, and the Division of Pediatric and Adolescent Gynecology, Children's Hospital Colorado, Aurora, Colorado; Pediatric and Adolescent Gynecology, University of Louisville, Norton Healthcare, Louisville, Kentucky; the Department of Obstetrics and Gynecology, Women & Infants Hospital of Rhode Island and Warren Alpert Medical School of Brown University, Providence, Rhode Island; the Division of General Obstetrics and Gynecology, Department of Obstetrics, Gynecology and Newborn Care, the Ottawa Hospital, the Division of Gynecology, Department of Surgery, Children's Hospital of Eastern Ontario, and the Department of Obstetrics and Gynecology, University of Ottawa, Ottawa, Ontario, Canada; the Department of Obstetrics and Gynecology, Virginia Commonwealth University School of Medicine, Richmond, Virginia; and the Division of Family Planning, Department of Obstetrics and Gynecology, University of Colorado School of Medicine, Aurora, Colorado.
• Obstet Gynecol. 2020 Nov 1; 136 (5): 987-994.

ObjectiveTo assess whether a pediatric and adolescent gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and gynecology residents.MethodsWe conducted a multi-institutional, single-blinded, randomized controlled trial across four university programs; three had pediatric and adolescent gynecology rotations, and two had pediatric and adolescent gynecology fellowship-trained faculty. Applying permutated block randomization, residents were randomized to no intervention or completion of a validated eLearning module on prepubertal bleeding. All residents subsequently completed a pediatric and adolescent gynecology-related knowledge assessment that queried understanding of prepubertal bleeding and an objective structured clinical examination that assessed history collection, performance of a prepubertal genital examination, vaginal culture, and vaginoscopy for a pediatric patient. Objective structured clinical examinations were videotaped and reviewed by two faculty, blinded to randomization group; interrater reliability score was 97%. We calculated descriptive frequencies and compared randomization groups using χ analyses and Fisher exact tests for categorical variables, and median tests for continuous variables; a value of P<.05 was considered significant.ResultsFrom July 2018 to June 2019, we invited 115 residents to participate; 97 (83%) completed both objective structured clinical examination and follow-up knowledge assessments. Most were female (91%) and the majority reported limited pediatric and adolescent gynecology didactic or clinical experience, with 36% reporting prior didactics on prepubertal vaginal bleeding and 33% reporting prior exposure to the prepubertal genital examination. Forty-five participants (46%) were randomized to the module and groups were similar across training levels. Residents assigned to the module scored significantly higher on the knowledge assessment (4/5 vs 2/5, P<.001) and objective structured clinical examination (13/16 vs 7/16, P<.001) and were more likely to avoid a speculum in the examination of a pediatric patient (95.6% vs 57.7%, P<.001).ConclusionOur pediatric and adolescent gynecology eLearning module resulted in improved short-term resident knowledge and simulated clinical skills among obstetrics and gynecology residents. Applying this learning technique in other programs may help address deficiencies in pediatric and adolescent gynecology education and training.

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