A National Obstetrics and Gynecology Residency Education Curriculum Inspired by the Surgical Council on Resident Education (SCORE) Portal: Pilot Needs Assessment

2020 ◽  
Vol 231 (4) ◽  
pp. e188
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
Resident Education ◽  
Residency Education ◽  
Obstetrics And Gynecology ◽  
Education Curriculum

scholarly journals A Standardized Obstetrics and Gynecology Residency Education Curriculum: Multi-Institutional Needs Assessment Survey

2020 ◽  
Vol 1 (3) ◽  
pp. 195-204
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
National Curriculum ◽  
Residency Education ◽  
Program Directors ◽  
Obstetrics And Gynecology ◽  
Education Curriculum ◽  
Comprehensive Knowledge ◽  
Assessment Survey ◽  
Almost All ◽  
Needs Assessment Survey

At the completion of training in obstetrics and gynecology (Ob/Gyn), residents are expected to have comprehensive knowledge of the field. However, there is no comprehensive Ob/Gyn residency education curriculum. We hypothesize that there is a need for a standardized curriculum. A needs assessment survey was administered to determine the current state of resident didactic education, the perceptions that Ob/Gyn residents, program directors (PDs), and assistant program directors (APDs) have regarding centralization and standardization of education, and the need for a standardized Ob/Gyn residency education curriculum. In 2019, a web-based survey was distributed to Ob/Gyn residents and program leadership from three institutions. The main outcomes were measured on a 5-pt Likert scale. A total of 50 (3 PDs, 5 APDs, and 42 residents) participants completed the survey with a response rate of 68% (50/73). Almost all (94%) participants agreed or strongly agreed that residents nationwide should have equal access to high-quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core Ob/Gyn resources should be centrally located. A majority, 76%, agreed or strongly agreed that there is a need for a national curriculum. This study demonstrates a perceived need for a centrally located, standardized Ob/Gyn residency education curriculum.

scholarly journals A National Obstetrics and Gynecology Residency Education Curriculum: National Needs Assessment

2020 ◽  
Vol 1 (3) ◽  
pp. 216-223
Author(s):  
Olga Mutter ◽  
Jordan Hylton ◽  
Stacey Jeronis ◽  
David Jaspan ◽  
Marisa Rose
Keyword(s):  
Needs Assessment ◽  
Residency Education ◽  
Program Directors ◽  
Education Curriculum ◽  
Web Based ◽  
Diverse Range ◽  
Residency Programs ◽  
Current State ◽  
Program Leadership ◽  
Almost All

While standardized national residency education curricula have been successfully implemented in other specialties, there is no such curriculum in Obstetrics & Gynecology (Ob/Gyn). With this study, we sought to evaluate: (1) the current state of and satisfaction with resident didactic education (2) perceptions regarding centralization and standardization of resident didactic education and (3) the need for a standardized national Ob/Gyn residency education curriculum. In 2019, a web-based needs assessment survey was administered to residents and program leadership from all 267 Ob/Gyn residency programs nationwide. Main outcomes were reported with descriptive statistics. A total of 782 (83 program directors, 46 assistant program directors, and 653 residents) participants completed the survey. Respondents represented a diverse range of regions, program types, and program sizes. Almost all (97%) participants agreed or strongly agreed that residents nationwide should have equal access to high quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core resources should be centrally located. A majority (78%) agreed or strongly agreed that there is a need for a national Ob/Gyn residency education curriculum. Our results demonstrate a perceived need for a centrally located, standardized, national residency education curriculum in Ob/Gyn.

Changing Obstetrics and Gynecology Residency Education to Combat Reproductive Injustice

2021 ◽  
Vol 137 (4) ◽  
pp. 717-722
Author(s):  
Chelsea Finkbeiner ◽  
Celina Doria ◽  
Julia Ellis-Kahana ◽  
Charisse Marie Loder
Keyword(s):  
Residency Education ◽  
Obstetrics And Gynecology

scholarly journals Recognizing and Alleviating Moral Distress Among Obstetrics and Gynecology Residents

2014 ◽  
Vol 6 (3) ◽  
pp. 457-462 ◽  
Author(s):  
Julie Aultman ◽  
Rachel Wurzel
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Moral Distress ◽  
Residency Education ◽  
Obstetrics And Gynecology ◽  
Professional Identity Development ◽  
Moral Concepts ◽  
Clinical Encounters ◽  
Medical Institutions ◽  
Academic Medical

Abstract Background Obstetrics and gynecology residents face difficult clinical situations and decisions that challenge their moral concepts. Objective We examined how moral and nonmoral judgments about patients are formulated, confirmed, or modified and how moral distress may be alleviated among obstetrics-gynecology residents. Methods Three focus groups, guided by open-ended interview questions, were conducted with 31 obstetrics-gynecology residents from 3 academic medical institutions in northeast Ohio. Each focus group contained 7 to 14 participants and was recorded. Two investigators independently coded and thematically analyzed the transcribed data. Results Our participants struggled with 3 types of patients perceived as difficult: (1) patients with chronic pain, including patients who abuse narcotics; (2) demanding and entitled patients; and (3) irresponsible patients. Difficult clinical encounters with such patients contribute to unalleviated moral distress for residents and negative, and often inaccurate, judgment made about patients. The residents reported that they were able to prevent stigmatizing judgments about patients by keeping an open mind or recognizing the particular needs of patients, but they still felt unresolved moral distress. Conclusions Moral distress that is not addressed in residency education may contribute to career dissatisfaction and ineffective patient care. We recommend education and research on pedagogical approaches in residency education in a model that emphasizes ethics and professional identity development as well as the recognition and alleviation of moral distress.

scholarly journals Needs Assessment for Electrosurgery Training of Residents and Faculty in Obstetrics and Gynecology

2014 ◽  
Vol 18 (3) ◽  
pp. e2014.00293 ◽  
Author(s):  
Hye-Chun Hur ◽  
Isabel Green ◽  
Anna Merport Modest ◽  
Magdy Milad ◽  
Edwin Huang ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Obstetrics And Gynecology

scholarly journals Emergency Medicine Resident Education in Palliative Care: A Needs Assessment

2010 ◽  
Vol 39 (2) ◽  
pp. 333-334 ◽  
Author(s):  
Sangetta Lamba ◽  
Anne Mosenthal ◽  
Joseph Rella ◽  
Amy Pound ◽  
Thomas Driscoll ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Palliative Care ◽  
Needs Assessment ◽  
Resident Education ◽  
Emergency Medicine Resident ◽  
Medicine Resident

scholarly journals CREOGs Over Coffee: Feasibility of an Ob-Gyn Medical Education Podcast by Residents

2020 ◽  
Vol 12 (3) ◽  
pp. 340-343
Author(s):  
Fei Cai ◽  
R. Nicholas Burns ◽  
Bridget Kelly ◽  
B. Star Hampton
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Education ◽  
Obstetrics And Gynecology ◽  
Digital Resources ◽  
Graduate Medical ◽  
Dissemination Of Research ◽  
Resident Learning ◽  
Over Time ◽  
Online Donations

ABSTRACT Background Podcasts and other digital resources are increasingly popular among medical learners and allow the dissemination of research to larger audiences. Little is known about the feasibility of graduate medical education trainees developing podcasts for their own and others' learning. Objective We described the development and implementation of a medical education podcast series by residents for obstetrics and gynecology (Ob-Gyn) resident learning, and demonstrated feasibility, sustainability, and acceptance of this series. Methods We used the Council on Resident Education in Obstetrics and Gynecology (CREOG) educational guidelines to create a weekly study podcast for Ob-Gyn residents over 10 months. Costs and donations (for feasibility), downloads over time (for sustainability), and number of reviews on Apple iTunes and followers on Twitter (for acceptability) were measured. Results Sixty episodes were released from September 30, 2018, to July 28, 2019 (43 weeks). Initial costs included $3,150 startup and $29 monthly. Online donations through Patreon amounted to $200 a month, which covered 58% of startup costs at 10 months and are projected to cover full costs by 1.5 years. The podcast had 173 995 downloads as recorded through Podbean (39 a month in September, increased to 31 206 a month in July). It gained 644 followers on Twitter and 147 ratings on iTunes, with an average of 4.86 out of 5 stars. Conclusions Medical podcasts created by Ob-Gyn residents during their training appear feasible and highly acceptable over a sustained period.

scholarly journals Use of learning media to support resident doctor skills in obstetrics and gynecology during the COVID-19 pandemic: A narrative review

2021 ◽  
Vol 11 (5-S) ◽  
pp. 164-166
Author(s):  
Citra Aulia Bachtiar ◽  
Eighty Mardiyan Kurniawati ◽  
Hermanto Tri Juwono ◽  
Budi Utomo ◽  
Nur Anisah Rahmawati
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Resident Education ◽  
Narrative Review ◽  
Quality Education ◽  
Obstetrics And Gynecology ◽  
Medical Resident ◽  
Is Research ◽  
Resident Doctor

COVID-19 is a pandemic that has spread in various countries. The health care system in hospitals is burdened with widespread infections and health problems. In addition, educational aspects, especially obstetrics and gynecology education, have problems in clinical practice. This study reviews the role of the learning media in supporting the competence of resident doctors in specialist education for obstetrics and gynecology. Narrative review is done by reviewing some literature that explores the use of media in supporting medical education competencies. The search was performed using MeSH keywords in the PubMed, Google Scholar and ScienceDirect databases. The literature used is research conducted in the last 5 years. The collected data is then arranged in a narrative manner. The challenges experienced in medical resident education, especially the focus on obstetrics and gynecology during the COVID-19 pandemic, have become a consideration for the need for innovative media so that learning can run as usual. All aspects need to ensure quality education for resident doctors because they will continue to provide health services in the future. Keywords: Maternal health, COVID-19, Media, Obstetrics and gynecology

scholarly journals Has COVID-19 Hurt Resident Education? A network-wide resident survey on education and experience during the pandemic

2020 ◽  
Author(s):  
Alexander Ostapenko ◽  
Samantha McPeck ◽  
Shawn Liechty ◽  
Daniel Kleiner
Keyword(s):  
Resident Education ◽  
Clinical Work ◽  
Graduation Requirements ◽  
Obstetrics And Gynecology ◽  
Healthcare Network ◽  
Network Methods ◽  
Resident Perception ◽  
Average Change ◽  
Attending Physicians

Purpose: As the COVID-19 pandemic continues to evolve, the healthcare system has been forced to adapt in myriad ways. Residents have faced significant changes in work schedules, deployment to COVID-19 units, and alterations to didactics. This study aims to identify the effects of the COVID-19 pandemic on resident perception of their own education within the Nuvance Health Network. Methods: We conducted an observational study assessing resident perception of changes in education and lifestyle during the COVID-19 pandemic. A survey was developed to assess the quality and quantity of resident education during this time and administered anonymously to all residents within the healthcare network. Results: Eighty-four (68%) residents responded to the survey from five different specialties, including general surgery, internal medicine, obstetrics and gynecology, pathology, and radiology. The average change in hours per week performing clinical work was -5.6 hours (SD=16.8), in time studying was +0.02 hours (SD=4.6), in weekly didactics was -1.7 hours (SD=3.1), and in attending involvement was -1.2 hours (SD=2.3). Additionally, 32% of residents expressed concern that the pandemic has diminished their preparedness to become an attending, 13% expressed concern about completing graduation requirements, and 3% felt they would need an additional year of training. Conclusions: During the COVID-19 pandemic thus far, residents perceived that time spent on organized didactics/conferences decreased and that attending physicians are less involved in education. Furthermore, the majority of residents felt that the quality of didactic education diminished as a result of the pandemic. Surprisingly, while many residents expressed concerns about being prepared to become an attending, few were concerned about completing graduation requirements or needing an extra year of education. In light of these findings, it is critical to devote attention to the effects of the pandemic on residents' professional trajectories and create innovative opportunities for improving education during this challenging time.

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