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 Needs assessment survey of obstetrics and gynecology subspecialty fellowship program directors

2018 ◽  
Vol 219 (2) ◽  
pp. 207-208
Author(s):  
Sylvia M. Botros ◽  
Lee A. Learman ◽  
Carrie Bell ◽  
Anna Marie Connolly ◽  
Nancy Schindler ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Program Directors ◽  
Obstetrics And Gynecology ◽  
Fellowship Program ◽  
Assessment Survey ◽  
Needs Assessment Survey

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.

scholarly journals Recommended Protected Time for Pediatric Fellowship Program Directors: A Needs Assessment Survey

2016 ◽  
Vol 16 (5) ◽  
pp. 415-418 ◽  
Author(s):  
Geoffrey M. Fleming ◽  
Michael M. Brook ◽  
Bruce E. Herman ◽  
Chris Kennedy ◽  
Kathleen A. McGann ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Program Directors ◽  
Fellowship Program ◽  
Protected Time ◽  
Assessment Survey ◽  
Needs Assessment Survey

scholarly journals Antimicrobial Stewardship Training for Infectious Diseases Fellows: Program Directors Identify a Curriculum Need

2018 ◽  
Vol 67 (8) ◽  
pp. 1285-1287 ◽  
Author(s):  
Vera P Luther ◽  
Rachel Shnekendorf ◽  
Lilian M Abbo ◽  
Sonali Advani ◽  
Wendy S Armstrong ◽  
...  
Keyword(s):  
Infectious Diseases ◽  
Needs Assessment ◽  
Training Program ◽  
Antimicrobial Stewardship ◽  
Core Curriculum ◽  
Program Directors ◽  
Educational Resources ◽  
Assessment Survey ◽  
Needs Assessment Survey

Abstract A needs assessment survey of infectious diseases (ID) training program directors identified gaps in educational resources for training and evaluating ID fellows in antimicrobial stewardship. An Infectious Diseases Society of America–sponsored core curriculum was developed to address that need.

Quality Improvement Curriculum for Physical Medicine and Rehabilitation Residents: A Needs Assessment

2016 ◽  
Vol 32 (5) ◽  
pp. 541-546 ◽  
Author(s):  
Ashlee Jaffe ◽  
Melissa Klein ◽  
Mary McMahon ◽  
David Pruitt
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Needs Assessment ◽  
Descriptive Statistics ◽  
Physical Medicine ◽  
Physical Medicine And Rehabilitation ◽  
R Program ◽  
Assessment Survey ◽  
Almost All ◽  
Needs Assessment Survey

This needs assessment survey of physical medicine and rehabilitation (PM&R) program directors (PDs) from Accreditation Council for Graduate Medical Education–accredited programs aimed to (1) describe current quality improvement (QI) training, (2) characterize PDs’ perceptions of their own and their faculty’s QI knowledge and skill, and (3) determine PDs’ opinions of optimal QI training to inform the development of a future QI curriculum. Descriptive statistics were used for data analysis. Forty-five percent of PDs (35/78) responded. All programs had QI education and required QI project participation; however, the quantity and types of learning experiences varied greatly. PDs assessed their ability as less than proficient to teach QI (67%) and lead a project (57%), and rated 60% of their faculty as having novice or advanced beginner QI skills. PDs reported 31% of graduating residents had less than competent QI skills. Almost all PDs were interested in a standardized QI curriculum.

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