Increasing Knowledge and Self-Efficacy on Differences in Sex Development (DSD): A Team-Based Learning Activity for...

Area of Science:

• Medical Education
• Pediatrics
• Endocrinology

Background:

• Differences in sex development (DSD) are rare conditions requiring specialized knowledge for optimal patient care.
• Lack of provider expertise in DSD evaluation and evolving care paradigms creates barriers to accessing appropriate medical services.
• Societal shifts necessitate improved understanding and management of DSD among healthcare professionals.

Purpose of the Study:

• To evaluate the effectiveness of a team-based learning (TBL) activity in enhancing pediatric residents' and medical students' knowledge and self-efficacy in managing DSD.
• To address the unmet educational needs in the care of patients with DSD.

Main Methods:

• A pilot TBL activity was implemented for 36 pediatric residents and medical students, incorporating pre-reading, self-efficacy surveys, and a readiness assurance test (RAT).
• Learners participated in small-group and large-group discussions, followed by case-based application exercises focusing on DSD evaluation.
• Pre- and post-activity self-efficacy measures were administered to assess changes in confidence levels.

Main Results:

• Group performance on the RAT significantly improved, with mean scores increasing from 59% (individual) to 82% (group).
• Learner self-efficacy scores saw a significant rise, from a mean of 2.4 to 3.4 on a 5-point scale.
• Eighty percent of participants agreed or strongly agreed that the TBL activity enhanced their DSD skills and knowledge.

Conclusions:

• Team-based learning is a highly effective educational strategy for improving healthcare providers' knowledge and self-efficacy in managing differences in sex development.
• This TBL approach offers a valuable method for enhancing DSD care competency among general pediatricians and future medical professionals.