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Join the Club: Integration of the CREOG Journal Club Curriculum Improves OBGYN Residents Statistical Literacy
Purpose: To evaluate the impact
on resident comprehension of biostatistics and research methodology after
restructuring a residency journal club based on the CREOG journal club
reveal dismal resident performance on statistical literacy evaluations.
However, little is known regarding OBGYN residents’ ability to interpret
research methodology and results and how these abilities are impacted by the
integration of evidence-based medicine principles into journal club curricula.
pre-/post-intervention study of 22 OBGYN residents at a single institution was
conducted to evaluate the impact of integrating the new curriculum
(intervention). Participants were administered a survey comprised of 3
sections: a questionnaire in which residents ranked their perceived ability to
analyze research literature, a previously validated fifteen question
epidemiological/biostatistical knowledge tool, and five questions assessing the
curriculum changes. Analysis was performed using Chi-square test, Wilcoxon rank
sum test, and paired t-test.
overall mean percentage correct on statistical knowledge and interpretation of
results pre-intervention was 36.6% versus 67.3% (p<0.0001)
post-intervention. Higher pre-intervention scores were associated with prior
biostatistics training (45.2% vs 32.9%; p=.001); however, post-intervention,
scores were equivalent (66.9% vs 69.4%; p=0.753). Residents (90.9%) preferred
the restructured journal club, and 19/22 (86.3%) residents report their desire
to continue participating in this journal club format post-training.
Discussions: Significant improvement
in residents’ biostatistics knowledge, with resultant increased confidence in
their ability to interpret clinical research results, was a demonstrated
outcome of the implementation of the CREOG journal club format. Residency
programs can provide more effective biostatistics training by incorporating
CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Practice-Based Learning & Improvement, GME, CME, Assessment, Problem-Based Learning,