{"id":{"repo_id":"utswmed","oai_identifier":"oai:utswmed-ir.tdl.org:2152.5/6628"},"canonical_url":"https://search.dev.ndltd.org/etd/utswmed/oai:utswmed-ir.tdl.org:2152.5/6628","repository":{"repo_id":"utswmed","name":"University of Texas Southwestern Medical Center","base_url":"https://utswmed-ir.tdl.org/server/oai/request"},"display":{"title":"Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students","abstract":"The file named "GAITONDE-DISSERTATION-2019.pdf" is the primary dissertation file. A supplemental PowerPoint file ("Pelvic Anatomy Slides FINAL.ppt") is also available and may be viewed individually.","abstract_html":"The file named "GAITONDE-DISSERTATION-2019.pdf" is the primary dissertation file. A supplemental PowerPoint file ("Pelvic Anatomy Slides FINAL.ppt") is also available and may be viewed individually.","abstract_has_math":false,"creators":["Gaitonde, Shivani"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Zimmern, Philippe E.","Winkler, Alisa","Sendelbach, Dorothy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-03T21:26:43Z","date_published":"2019-06-03T21:26:43Z","updated_at":"2026-07-24T05:52:34Z","subjects":["Curriculum","Education, Medical","Learning","Models, Educational","Pelvis","Urogenital System"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["1103324639"],"render_values":[{"text":"1103324639","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/2152.5/6628","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zimmern, Philippe E.","Winkler, Alisa","Sendelbach, Dorothy"]},{"key":"dc:creator","label":"Author","values":["Gaitonde, Shivani"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-06-03T21:26:43Z","2019-05","2019-04-01","May 2019"]},{"key":"dc:type","label":"Dc Type","values":["Thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum","Education, Medical","Learning","Models, Educational","Pelvis","Urogenital System"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2152.5/6628","1103324639"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The file named "GAITONDE-DISSERTATION-2019.pdf" is the primary dissertation file. A supplemental PowerPoint file ("Pelvic Anatomy Slides FINAL.ppt") is also available and may be viewed individually.","INTRODUCTION: In an effort to bridge the gap between medical students and faculty educators, utilizing learning theories and interactive elements as a basis for new curriculum development may improve student engagement and knowledge acquisition. OBJECTIVES: Our goal was to apply these learning theories to create a pelvic and urologic anatomy review lecture during the Surgery clerkship, and permanently integrate this new curriculum into medical student education. METHODS: A specific curricular problem was identified and objectives from the AUA Medical Student Curriculum were selected as the basis of a new pelvic and urologic anatomy curriculum. Interactive educational strategies were utilized to create curricular content, including 3D models, laparoscopic videos, and cases. Finally, the curriculum was implemented in pre-pilot, pilot and full-scale teaching sessions. Quality of curriculum was evaluated with a short pre- and post-test and a qualitative Likert-scaled survey, as well as optional free-response comments. RESULTS: For n = 124 students, there was a significant improvement between pre- and post-test scores, p < 0.01 with a large Cohen's effect size, d = 2. On qualitative survey, students positively reported that they enjoyed and recommended this session to future students. Learner feedback was used to improve curricular content throughout the course of this project. CONCLUSION: Utilizing learning theories and interactive educational strategies enables curriculum to be both efficacious and enjoyable for learners."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","application/vnd.ms-powerpoint"]},{"key":"dc:title","label":"Title","values":["Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students"]}]}],"canonical_facts":{"dc:contributor":["Zimmern, Philippe E.","Winkler, Alisa","Sendelbach, Dorothy"],"dc:creator":["Gaitonde, Shivani"],"dc:date":["2019-06-03T21:26:43Z","2019-05","2019-04-01","May 2019"],"dc:description":["The file named "GAITONDE-DISSERTATION-2019.pdf" is the primary dissertation file. A supplemental PowerPoint file ("Pelvic Anatomy Slides FINAL.ppt") is also available and may be viewed individually.","INTRODUCTION: In an effort to bridge the gap between medical students and faculty educators, utilizing learning theories and interactive elements as a basis for new curriculum development may improve student engagement and knowledge acquisition. OBJECTIVES: Our goal was to apply these learning theories to create a pelvic and urologic anatomy review lecture during the Surgery clerkship, and permanently integrate this new curriculum into medical student education. METHODS: A specific curricular problem was identified and objectives from the AUA Medical Student Curriculum were selected as the basis of a new pelvic and urologic anatomy curriculum. Interactive educational strategies were utilized to create curricular content, including 3D models, laparoscopic videos, and cases. Finally, the curriculum was implemented in pre-pilot, pilot and full-scale teaching sessions. Quality of curriculum was evaluated with a short pre- and post-test and a qualitative Likert-scaled survey, as well as optional free-response comments. RESULTS: For n = 124 students, there was a significant improvement between pre- and post-test scores, p < 0.01 with a large Cohen's effect size, d = 2. On qualitative survey, students positively reported that they enjoyed and recommended this session to future students. Learner feedback was used to improve curricular content throughout the course of this project. CONCLUSION: Utilizing learning theories and interactive educational strategies enables curriculum to be both efficacious and enjoyable for learners."],"dc:format":["application/pdf","application/vnd.ms-powerpoint"],"dc:identifier":["https://hdl.handle.net/2152.5/6628","1103324639"],"dc:language":["en"],"dc:subject":["Curriculum","Education, Medical","Learning","Models, Educational","Pelvis","Urogenital System"],"dc:title":["Utilizing Learning Theories in Development of Pelvic and Urological Anatomy Curriculum for Clerkship Students"],"dc:type":["Thesis","text"]},"updated_at":"2026-07-24T05:52:34Z"}