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Increasing Knowledge and Self-Efficacy on Differences in Sex Development (DSD): A Team-Based Learning Activity for
Anshu Gupta1, Kelly Lockeman2, Cherie Edwards3
1Associate Professor, Department of Pediatrics, Virginia Commonwealth University School of Medicine.
Insights
Team-based learning effectively improved pediatric residents' and medical students' knowledge and self-efficacy in managing differences in sex development (DSD). This educational strategy addresses a critical need for better DSD care among healthcare providers.
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.
Introduction:
Differences in sex development (DSD) are a heterogenous group of conditions estimated to affect 1 in 4500 infants. A paradigm shift has occurred in societal and cultural acceptance of variant gender outcomes along with increased awareness around diagnostic uncertainty inherent to DSD. Lack of provider knowledge in evaluation of DSD and/or awareness of evolving paradigms relevant to care for patients with DSD can accentuate barriers to access optimal care for this already vulnerable population.
Methods:
To address this unmet need, we used Kern's six-step framework and piloted a team-based learning (TBL) activity for pediatric residents and medical students (36 learners). This included preactivity reading, an 11-item self-efficacy survey around treatment of patients with DSD at the beginning of the TBL, and a seven-question individual readiness assurance test (RAT). Mixed teams of five to seven learners completed the RAT in small groups followed by large-group discussion. An application exercise followed with two cases focused on initial evaluation of a newborn/child with suspected DSD and an older child with suspected DSD. At the conclusion, learners repeated the self-efficacy measure and answered several evaluation questions.
Results:
Individual RAT scores had a mean of 59%, while groups scored with a mean of 82%. Mean self-efficacy scores also increased significantly from 2.4 to 3.4 on a 5-point scale. Of learners, 80% agreed or strongly agreed that the activity was effective for improving DSD skills and knowledge.
Discussion:
TBL is a valuable educational strategy to enhance knowledge and self-efficacy of DSD care for general pediatricians.
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