Tobacco Education and Counseling in Obstetrics and Gynecology Clerkships: A Survey of Medical School Program Directors

2010 ◽  
Vol 15 (8) ◽  
pp. 1153-1159
Author(s):  
Catherine A. Powers ◽  
Jane Zapka ◽  
Sharon Phelan ◽  
Tulin Özcan ◽  
Katie Brooks Biello ◽  
...  
Keyword(s):  
Medical School ◽  
Program Directors ◽  
Obstetrics And Gynecology ◽  
School Program ◽  
Tobacco Education

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

scholarly journals myTIPreport and Training for Independent Practice: A Tool for Real-Time Workplace Feedback for Milestones and Procedural Skills

2018 ◽  
Vol 10 (1) ◽  
pp. 70-77 ◽  
Author(s):  
AnnaMarie Connolly ◽  
Alice Goepfert ◽  
Anita Blanchard ◽  
Elizabeth Buys ◽  
Nicole Donnellan ◽  
...  
Keyword(s):  
Medical Education ◽  
Real Time ◽  
Program Directors ◽  
Obstetrics And Gynecology ◽  
Independent Practice ◽  
Clinical Environment ◽  
Procedural Skills ◽  
Web Based ◽  
Female Pelvic Medicine ◽  
And Training

ABSTRACT Background  Few tools currently exist for effective, accessible delivery of real-time, workplace feedback in the clinical setting. Objective  We developed and implemented a real-time, web-based tool for performance-based feedback in the clinical environment. Methods  The tool (myTIPreport) was designed for performance-based feedback to learners on the Accreditation Council for Graduate Medical Education (ACGME) Milestones and procedural skills. “TIP” stands for “Training for Independent Practice.” We implemented myTIPreport in obstetrics and gynecology (Ob-Gyn) and female pelvic medicine and reconstructive surgery (FPMRS) programs between November 2014 and May 2015. Residents, fellows, teachers, and program directors completed preimplementation and postimplementation surveys on their perceptions of feedback. Results  Preimplementation surveys were completed by 656 participants of a total of 980 learners and teachers in 19 programs (12 Ob-Gyn and 7 FPMRS). This represented 72% (273 of 378) of learners and 64% (383 of 602) of teachers. Seventy percent of participants (381 of 546) reported having their own individual processes for real-time feedback; the majority (79%, 340 of 430) described these processes as informal discussions. Over 6 months, one-third of teachers and two-thirds of learners used the myTIPreport tool a total of 4311 times. Milestone feedback was recorded 944 times, and procedural feedback was recorded 3367 times. Feedback addressed all ACGME Milestones and procedures programmed into myTIPreport. Most program directors reported that tool implementation was successful. Conclusions  The majority of learners successfully received workplace feedback using myTIPreport. This web-based tool, incorporating procedures and ACGME Milestones, may be an important transition from other feedback formats.

scholarly journals Can Medical School Performance Predict Residency Performance? Resident Selection and Predictors of Successful Performance in Obstetrics and Gynecology

2010 ◽  
Vol 2 (3) ◽  
pp. 322-326 ◽  
Author(s):  
Hindi E. Stohl ◽  
Nancy A. Hueppchen ◽  
Jessica L. Bienstock
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Residency Program ◽  
Standardized Test ◽  
Univariate Analysis ◽  
Evaluation Criteria ◽  
Evaluation Process ◽  
Obstetrics And Gynecology ◽  
Fisher Exact Test ◽  
Application Service

Abstract Background During the evaluation process, Residency Admissions Committees typically gather data on objective and subjective measures of a medical student's performance through the Electronic Residency Application Service, including medical school grades, standardized test scores, research achievements, nonacademic accomplishments, letters of recommendation, the dean's letter, and personal statements. Using these data to identify which medical students are likely to become successful residents in an academic residency program in obstetrics and gynecology is difficult and to date, not well studied. Objective To determine whether objective information in medical students' applications can help predict resident success. Method We performed a retrospective cohort study of all residents who matched into the Johns Hopkins University residency program in obstetrics and gynecology between 1994 and 2004 and entered the program through the National Resident Matching Program as a postgraduate year-1 resident. Residents were independently evaluated by faculty and ranked in 4 groups according to perceived level of success. Applications from residents in the highest and lowest group were abstracted. Groups were compared using the Fisher exact test and the Student t test. Results Seventy-five residents met inclusion criteria and 29 residents were ranked in the highest and lowest quartiles (15 in highest, 14 in lowest). Univariate analysis identified no variables as consistent predictors of resident success. Conclusion In a program designed to train academic obstetrician-gynecologists, objective data from medical students' applications did not correlate with successful resident performance in our obstetrics-gynecology residency program. We need to continue our search for evaluation criteria that can accurately and reliably select the medical students that are best fit for our specialty.

Cyclic AMP regulates expression of activin and inhibin subunit mRNAs in the mouse placenta and decidua: a short communication

1996 ◽  
Vol 135 (3) ◽  
pp. 379-381 ◽  
Author(s):  
Masaaki Yamaguchi ◽  
Mitsuhisa Fujii ◽  
Akira Miyake
Keyword(s):  
Cyclic Amp ◽  
Medical School ◽  
Cholera Toxin ◽  
Short Communication ◽  
Obstetrics And Gynecology ◽  
Α Subunit ◽  
Subunit Mrna ◽  
Mouse Placenta ◽  
Regulated Expression ◽  
Affect Expression

Yamaguchi M, Fujii M, Miyake A. Cyclic AMP regulator expression of activin and inhibin subunit mRNAs in the mouse placenta and decidua. Eur J Endocrinol 1996;135:379–81. ISSN 0804–4643 We examined whether cAMP regulates expression of activin/inhibin subunit mRNAs in the mouse placenta and decidua. 8-Bromo-cAMP inhibited expression of inhibin α-subunit mRNA but stimulated expression of activin/inhibin βA- and βB-subunit mRNAs in placenta and decidua by the 3rd day of culture. Forskolin and cholera toxin also regulated expression of activin/inhibin subunit mRNAs in the same manner. However, activin-A did not affect expression of activin/inhibin subunit mRNAs. These findings suggest that cAMP inhibits inhibin production but stimulates activin production in the mouse placenta and decidua. Masaaki Yamaguchi, Department of Obstetrics and Gynecology, Osaka University Medical School, 2-2 Yamadaoka, Suita, Osaka, 565, Japan

scholarly journals Adaptation to an accelerated medical school program

1972 ◽  
Vol 47 (7) ◽  
pp. 539-46
Author(s):  
E Gottheil ◽  
S S Conly ◽  
H Menduke
Keyword(s):  
Medical School ◽  
School Program
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