Case-Based Curriculum With Integrated Smartphone Applications Improves Internal Medicine Resident Knowledge Of Contraceptive Care

Figures & data

Table 1 Resident Comfort And Confidence With Contraceptive Counseling And Prescription Before And After Curriculum Participation (1= Very Comfortable/Confident, 5= Not At All Comfortable/Confident)

	Pre-Test Mean Score, 1–5 (SD), n=38	Immediate Post Test Mean Score, 1–5 (SD), n = 38	P-Value^a	Delayed Post Test Mean Score, 1–5 (SD), n= 20	P-Value^b
Comfort
With counseling, in general	3.2 (0.94)	2.2 (0.59)	< 0.001	2.9 (0.85)	0.246
With counseling about pills, patch, ring or injection	3.4 (0.93)	2.2 (0.56)	<0.001	2.8 (0.89)	0.044
With counseling about IUD, implant	3.0 (1.003)	1.9 (0.57)	<0.001	2.5 (1.1)	0.073
Confidence
Evaluating medical eligibility	3.2 (0.89)	2.1 (0.76)	< 0.001	2.7 (0.81)	0.004
Initiating pill, patch, ring, injection	3.6 (0.84)	2.3 (0.58)	< 0.001	3.0 (0.75)	0.002
Preparation for placement IUD, implant	3.4 (1.07)	2.1 (0.72)	<0.001	2.7 (0.99)	0.04

Notes: ^aPaired t-test comparing immediate post-curriculum scores to pre-curriculum scores. ^bIndependent t-test comparing delayed post-curriculum scores to pre-curriculum scores.

Figure 1 Resident performance on knowledge assessment before and after curriculum participation.

Notes: Study participants completed a knowledge assessment, composed of 10 boards-style questions with clinical vignettes, immediately before, immediately after and 4–6 months after participation in the curriculum. P values to assess the statistical significance of changes between pre- and immediate post-survey data were calculated using a paired t-test; p values to assess the statistical significance of changes between pre- and delayed post-survey were calculated using an independent t-test.