The Experts below are selected from a list of 204 Experts worldwide ranked by ideXlab platform

Maryam Guiahi - One of the best experts on this subject based on the ideXlab platform.

  • association of a Pediatric Gynecology elearning module with resident knowledge and clinical skills a randomized controlled trial
    Obstetrics & Gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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. RESULTS From 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). CONCLUSION Our 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.

  • Association of a Pediatric Gynecology eLearning Module With Resident Knowledge and Clinical Skills: A Randomized Controlled Trial.
    Obstetrics and gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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

Veronica I. Alaniz - One of the best experts on this subject based on the ideXlab platform.

  • Comparison of Short-Duration and Chronic Premenarchal Vulvar Complaints.
    Journal of pediatric and adolescent gynecology, 2020
    Co-Authors: Veronica I. Alaniz, Emily K. Kobernik, Jenny S. George, Yolanda R. Smith, Elisabeth H. Quint
    Abstract:

    Abstract Study Objective To compare clinical characteristics, treatment histories, and microbiology of premenarchal girls who presented to a Pediatric Gynecology specialty clinic with short-duration and chronic vulvar symptoms. Design Retrospective cohort study. Setting Pediatric and adolescent Gynecology clinic at a tertiary care children's hospital. Participants One hundred eighty-two premenarchal patients ages 2-14 years who presented to a Pediatric Gynecology specialty clinic with vulvar complaints and who were evaluated with a yeast and/or bacterial culture. Interventions None. Main Outcome Measures Chronic and short-duration vulvar symptoms, microbiology, and diagnosis. Results Patients with chronic symptoms were more likely to present with itching (59/102 (57.8%) vs 34/80 (42.5%); P = .04), redness or rash (53/102 (52.0%) vs 22/80 (27.5%); P = .0009), and discomfort (59/102 (57.8%) vs 30/80 (37.5%); P = .006), compared with patients with short-duration symptoms. Overall, 44.5% of patients had a history of antifungal treatment, with a greater proportion of patients with chronic symptoms having received antifungal treatment compared with those with short-duration symptoms (53/102 (52.0%) vs 28/80 (35.0%); P = .02). Despite a history of antifungal treatment in nearly half of the patients, Candida albicans was isolated in only 3/144 (2.1%) yeast cultures. Bacterial vulvar cultures were positive in 75/159 (47.2%), and there was no difference among the symptom duration groups (38/71 (53.5%) vs 37/88 (42.1%); P = .15). Conclusion Vulvovaginitis is a common gynecological diagnosis among premenarchal girls with short-duration and chronic vulvar symptoms. Regardless of symptom duration, yeast cultures are rarely positive. Antifungal treatment should be avoided in toilet-trained prepubertal girls.

  • association of a Pediatric Gynecology elearning module with resident knowledge and clinical skills a randomized controlled trial
    Obstetrics & Gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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. RESULTS From 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). CONCLUSION Our 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.

  • Association of a Pediatric Gynecology eLearning Module With Resident Knowledge and Clinical Skills: A Randomized Controlled Trial.
    Obstetrics and gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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

  • Comparison of short and chronic duration premenarchal vulvar complaints
    Journal of Pediatric and Adolescent Gynecology, 2016
    Co-Authors: Veronica I. Alaniz, Emily K. Kobernik, Jenny S. George, Yolanda R. Smith, Elisabeth H. Quint
    Abstract:

    Abstract Study Objective To compare clinical characteristics, treatment histories, and microbiology of premenarchal girls presenting to a Pediatric Gynecology specialty clinic with short-duration and chronic vulvar symptoms. Design Retrospective cohort study Setting Pediatric and adolescent Gynecology clinic at a tertiary care children’s hospital Participants One hundred eighty two premenarchal patients ages 2-14 years presenting to a Pediatric Gynecology specialty clinic with vulvar complaints and evaluated with a yeast and/or bacterial culture Interventions None Main Outcome Measures: Chronic and short duration vulvar symptoms, microbiology, and diagnosis. Results Patients with chronic symptoms were more likely to present with itching (57.8% v 42.5%, p=0.04), redness or rash (52.0% v 27.5%, p=0.0009), and discomfort (57.8% v 37.5%, p=0.006), compared to patients with short-duration symptoms. Overall 44.5% of patients had a history of antifungal treatment, with a greater proportion of patients with chronic symptoms having received antifungal treatment compared to those with short-duration symptoms (52.0% v 35.0%, p=0.02). Despite a history of antifungal treatment in nearly half of patients, Candida albicans was isolated in only 3/144 (2.1%) yeast cultures. Bacterial vulvar cultures were positive in 75/159 (47.2%), and there was no difference among the symptom duration groups (53.5% v 42.1%, p=0.15). Conclusions Vulvovaginitis is a common gynecological diagnosis among premenarchal girls with both short-duration and chronic vulvar symptoms. Regardless of symptom duration, yeast cultures are rarely positive. Antifungal treatment should be avoided in toilet trained prepubertal girls.

Patricia S. Huguelet - One of the best experts on this subject based on the ideXlab platform.

  • association of a Pediatric Gynecology elearning module with resident knowledge and clinical skills a randomized controlled trial
    Obstetrics & Gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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. RESULTS From 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). CONCLUSION Our 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.

  • Association of a Pediatric Gynecology eLearning Module With Resident Knowledge and Clinical Skills: A Randomized Controlled Trial.
    Obstetrics and gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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

Charlie C. Kilpatrick - One of the best experts on this subject based on the ideXlab platform.

  • Electronic Learning-Spaced Education to Facilitate Resident Knowledge and Guide Program Didactics.
    Obstetrics & Gynecology, 2016
    Co-Authors: Manisha Gandhi, Anitra Beasley, Emily Vinas, Haleh Sangi-haghpeykar, Susan M. Ramin, Charlie C. Kilpatrick
    Abstract:

    OBJECTIVE To evaluate the use of mobile technology to facilitate resident learning, assess clinical knowledge, and guide curricular development in a busy clinical environment. METHODS This was a cross-sectional study conducted in a large (N=48) urban obstetrics and Gynecology residency program. Question sets were created in the following areas: office Gynecology, general obstetrics, gynecologic surgery and uroGynecology, maternal-fetal medicine and ultrasonography, reproductive endocrinology and Pediatric Gynecology, and gynecologic oncology. Using an educational mobile application (app), questions were sent monthly to resident smartphones with immediate feedback on answer accuracy along with answer explanation and references. Outcomes included app use, which was determined by how quickly participants answered questions (very active-active indicates questions answered within 7 days) and proficiency (mean percentage correct) calculated for individuals, resident class level, and by content area. RESULTS All 48 residents participated and 77.4% were very active or active app users. On average, participants answered correctly 61.0% on the first attempt and improved to 78.3% on repeat attempt (P

  • Electronic Learning-Spaced Education to Facilitate Resident Knowledge and Guide Program Didactics.
    Obstetrics and gynecology, 2016
    Co-Authors: Manisha Gandhi, Anitra Beasley, Emily Vinas, Haleh Sangi-haghpeykar, Susan M. Ramin, Charlie C. Kilpatrick
    Abstract:

    To evaluate the use of mobile technology to facilitate resident learning, assess clinical knowledge, and guide curricular development in a busy clinical environment. This was a cross-sectional study conducted in a large (N=48) urban obstetrics and Gynecology residency program. Question sets were created in the following areas: office Gynecology, general obstetrics, gynecologic surgery and uroGynecology, maternal-fetal medicine and ultrasonography, reproductive endocrinology and Pediatric Gynecology, and gynecologic oncology. Using an educational mobile application (app), questions were sent monthly to resident smartphones with immediate feedback on answer accuracy along with answer explanation and references. Outcomes included app use, which was determined by how quickly participants answered questions (very active-active indicates questions answered within 7 days) and proficiency (mean percentage correct) calculated for individuals, resident class level, and by content area. All 48 residents participated and 77.4% were very active or active app users. On average, participants answered correctly 61.0% on the first attempt and improved to 78.3% on repeat attempt (P<.001). Proficiency was lowest for gynecologic surgery and highest for general obstetrics. A mobile app to support e-learning was successfully implemented in our program; its use was associated with knowledge retention and identification of low-proficiency topics to guide curriculum development.

Margaret Abraham - One of the best experts on this subject based on the ideXlab platform.

  • association of a Pediatric Gynecology elearning module with resident knowledge and clinical skills a randomized controlled trial
    Obstetrics & Gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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. RESULTS From 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). CONCLUSION Our 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.

  • Association of a Pediatric Gynecology eLearning Module With Resident Knowledge and Clinical Skills: A Randomized Controlled Trial.
    Obstetrics and gynecology, 2020
    Co-Authors: Patricia S. Huguelet, Veronica I. Alaniz, Margaret Abraham, Andrey V. Dolinko, Tania Dumont, Nicole W. Karjane, Janina V. Pearce, Kara Ruder, Carol Wheeler, Maryam Guiahi
    Abstract:

    OBJECTIVE To assess whether a Pediatric and adolescent Gynecology electronic learning (eLearning) module improves knowledge and clinical performance among obstetrics and Gynecology residents. METHODS We 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