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.

Female Physicians in Maternal–Fetal Medicine: A 32-Year Perspective

2018 ◽  
Vol 35 (13) ◽  
pp. 1308-1310
Author(s):  
Vanessa Will ◽  
William Rayburn ◽  
Jacquelyn Blackstone
Keyword(s):  
Medical Education ◽  
Observational Study ◽  
Graduate Medical Education ◽  
Analysis Of Covariance ◽  
Obstetrics And Gynecology ◽  
Female Physicians ◽  
Maternal Fetal Medicine ◽  
Fetal Medicine ◽  
Graduate Medical ◽  
Over Time

Objective To examine trends of female physicians either pursuing fellowships or in active practice in maternal–fetal medicine (MFM). Methods This observational study examined complete sets of MFM fellows and active members of the Society for Maternal-Fetal Medicine (SMFM) between 1985 and 2016. Databases from SMFM, American College of Obstetricians and Gynecologists (ACOG), and Accreditation Council for Graduate Medical Education were used. Analysis of covariance testing was used to assess interactions over time between groups. Results The proportion of female MFM fellows increased steadily from 17.1% in 1985 to 72.5% in 2016. The proportion of females grew more rapidly among the MFM fellows than obstetrics and gynecology (ob-gyn) residents (2.1 vs. 1.4% per year; p = 0.001) and among those who were active SMFM members than ACOG Fellows (1.4 vs. 1.2% per year; p = 0.013). Slightly more than half (52.4%) of all SMFM members are now female and will approach two-thirds (64.4%) by 2025 (compared with 53.4% in 2016 and 65.3% in 2025 of ACOG fellows). Conclusion The rising proportion of female MFM fellows is directly related to the high number of female ob-gyn residents. Females comprise slightly more than half of all active SMFM members now and projected to approach two-thirds by 2025.

scholarly journals Development of a Competency-based Training in Obstetrics and Gynecology Ultrasound for Undergraduate and Graduate Medical Education

2014 ◽  
Vol 8 (1) ◽  
pp. 83-86
Author(s):  
Hoi Ho ◽  
Jorge Sarmiento ◽  
Dolgor Baatar ◽  
Jesus Peinado
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Graduate Medical ◽  
Practice Of Medicine ◽  
Competency Based ◽  
Medical Educators ◽  
And Training ◽  
The Continuum

ABSTRACT Advances in technology have made ultrasonography a rapidly evolving concept in the practice of medicine and a valuable component of the competency-based education. American Medical Association (AMA) recently affirms that ‘ultrasound imaging is a safe, effective and efficient tool when utilized by, or under the direction of appropriately trained physicians.’ AMA also supports the educational efforts and widespread integration of ultrasound throughout the continuum of medical education. Training in ultrasonography is rapidly expanding to numerous residency programs of graduate medical education but discrepancies in ultrasound curriculum and criteria for proficiency exist among programs within the same discipline, despite clearly defined objectives recommended by the governing bodies. There is a trend to integrate ultrasonography into the curriculum of undergraduate medical education. However, funding, availability of ultrasound-trained faculty and student time are barriers to the implementation. Ultrasonography is a natural fit for competency-based training and should be introduced early in medical education. We expect that the LCME will soon mandate the integration of ultrasound into the 4-year curriculum. The imminent question that medical educators ask is not when ultrasound will become a required component of the curriculum but how to effectively integrate the teaching and training of ultrasound into the continuum of medical education. How to cite this article Baatar D, Peinado J, Sarmiento J, Ho H. Development of a Competency-based Training in Obstetrics and Gynecology Ultrasound for Undergraduate and Graduate Medical Education. Donald School J Ultrasound Obstet Gynecol 2014;8(1):83-86.

Otolaryngology Resident Education and the Accreditation Council for Graduate Medical Education Core Competencies

2018 ◽  
Vol 144 (4) ◽  
pp. 360 ◽  
Author(s):  
Erynne A. Faucett ◽  
Jonnae Y. Barry ◽  
Hilary C. McCrary ◽  
Ahlam A. Saleh ◽  
Audrey B. Erman ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Resident Education ◽  
Core Competencies ◽  
Accreditation Council ◽  
Graduate Medical

Gender and Graduate Medical Education: Is Obstetrics and Gynecology a Justifiable Outlier?

2018 ◽  
Vol 93 (6) ◽  
pp. 684-688 ◽  
Author(s):  
Timothy R. Long ◽  
Katherine W. Arendt ◽  
Beth A. Elliott ◽  
Steven H. Rose
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Obstetrics And Gynecology ◽  
Graduate Medical

scholarly journals Attrition Rates Between Residents in Obstetrics and Gynecology and Other Clinical Specialties, 2000–2009

2013 ◽  
Vol 5 (2) ◽  
pp. 267-271 ◽  
Author(s):  
Kathleen A. Kennedy ◽  
Matthew C. Brennan ◽  
William F. Rayburn ◽  
Sarah E. Brotherton
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Primary Outcome ◽  
Attrition Rate ◽  
Obstetrics And Gynecology ◽  
Annual Data ◽  
Period Range ◽  
Attrition Rates ◽  
Graduate Medical ◽  
Leave Of Absence

Abstract Background As resident attrition disrupts educational and workload balance and reduces the number of graduating physicians to care for patients, an ongoing goal of graduate medical education programs is to retain residents. Objective We compared annual rates of resident attrition in obstetrics and gynecology (Ob-Gyn) with other clinical specialties of similar or larger size during a recent 10-year period, and explored the reasons for resident attrition. Methods In this observational study, we analyzed annual data from the American Medical Association Graduate Medical Education Census between academic years 2000 and 2009 for residents who entered Ob-Gyn and other core clinical specialties. Our primary outcome was the trend in averaged annual attrition rates. Results The average annual attrition was 196 ± 12 (SD) residents, representing 4.2% ± 0.5% of all Ob-Gyn residents. Rates of attrition were consistently higher among men (5.3%) and international medical school graduates (7.6%). The annual rate of attrition was similar to that for other clinical specialties (mean: 4.0%; range: from 1.5% in emergency medicine to 7.9% in psychiatry). The attrition rates for Ob-Gyn residents were relatively stable for the 10-year period (range: 3.6% in 2008 to 5.1% in 2006). Common reasons for attrition were transition to another specialty (30.0%), withdrawal/dismissal (28.2%), transfer to another Ob-Gyn program (25.4%), and leave of absence (2.2%). These proportions remained fairly constant during this 10-year period. Conclusions The average annual attrition rate of residents in Ob-Gyn was 4.2%, comparable to most other core clinical specialties.

scholarly journals Milestones 2.0: Otolaryngology Resident Competency in the Postpandemic Era

2021 ◽  
pp. 019459982110332
Author(s):  
Cristina Cabrera-Muffly ◽  
Cristen Cusumano ◽  
Michael Freeman ◽  
Dink Jardine ◽  
Judith Lieu ◽  
...  
Keyword(s):  
Medical Education ◽  
Head And Neck ◽  
Graduate Medical Education ◽  
Iterative Process ◽  
Resident Education ◽  
Neck Surgery ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Objective Outcomes ◽  
New Research

The Accreditation Council for Graduate Medical Education and the American Board of Otolaryngology–Head and Neck Surgery Milestones Project grew out of a continued need to document objective outcomes within resident education. Milestones 2.0 began its work in 2016, with an intent to resolve inconsistencies in the original milestones based on an iterative process. Milestones 2.0 retains the original 5 levels of achievement but includes a “not yet assessable” option as well. In addition, Milestones 2.0 has added harmonized milestones across all specialties. Each specialty has incorporated a supplemental guide with examples and resources to improve facility with the tool. There will be further refinement of the Milestones as new research emerges with the ultimate goal of providing programs and trainees with a reliable roadmap that can be used to direct and assess learning.

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