scholarly journals Integration of Ultrasonography in Obstetrics and Gynecology in Pre-clerkship Medical Education

2021 ◽  
Vol 15 (4) ◽  
pp. 347-351
Author(s):  
Diego F Niño ◽  
Thwe Htay ◽  
Patricia Rojas-Mendez ◽  
Naima Khamsi ◽  
Damaris Rosado ◽  
...  
Keyword(s):  
Medical Education ◽  
Obstetrics And Gynecology

scholarly journals 100th Anniversary of the Department of Obstetrics and Gynecology at the Pavlov State Medical University

1999 ◽  
Vol 48 (3) ◽  
pp. 67-71
Author(s):  
E. K. Ailamazyan ◽  
B. N. Novikov ◽  
V. A. Starovoitov
Keyword(s):  
Medical Education ◽  
100Th Anniversary ◽  
Medical Institute ◽  
Obstetrics And Gynecology ◽  
Female Physicians ◽  
Children's Diseases ◽  
Male Doctor ◽  
Gynecological Care ◽  
The Times ◽  
Medical University

One of the motives behind the establishment of the Women's Medical Institute (WMI) in 1897 was the need to radically improve the delivery of obstetric and gynecological care to the population. At that time, qualified medical aid could only be provided by a male doctor, which severely limited the demand for it by women, who were more willing to use the services of midwives and obstetricians-practitioners. The training of female physicians, specialists in obstetrics and gynecology, was the dictate of the times. In the "Regulations" on the establishment of the Institute, its main objective was formulated: "to provide women with a medical education, mainly adapted to the treatment of women's and children's diseases and obstetric activities.

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 Continuing the Legacy of Editorial of the First Issue of Journal of Karnali Academy of Health Sciences

2018 ◽  
Vol 1 (2) ◽  
pp. 4
Author(s):  
Binod Aryal
Keyword(s):  
Medical Education ◽  
Trauma Surgery ◽  
Health Sciences ◽  
Academic Program ◽  
Obstetrics And Gynecology ◽  
Medical Council ◽  
Academic Council ◽  
Institutional Review ◽  
Substantial Progress ◽  
Set Up

Professor Dr MN Marhatta wrote in detail about the 'Milestones of Medical Education in Karnali Academy of Health Sciences' in the first issue of Journal of Karnali Academy of Health Sciences (JKAHS). By the time of this second issue of JKAHS, there has been substantial progress in achieving the goals set and plans put forward by the Academy. Two bachelor programs, i.e., Bachelor in Midwifery Sciences (BMS) and Bachelor in Public Health (BPH) studies are going to start from Mangsir 2075. Certified Anesthesia Assistant (CAA) training course is running smoothly. The Academic Council has prepared and the panel of experts has endorsed the curriculum of Masters in Obstetrics and Gynecology (MD), Masters in Orthopedics and Trauma Surgery (MS), and Masters in Anesthesiology and Critical Care (MD). Masters in General Practice and Emergency Medicine (MDGP) curriculum was prepared in the presence of experts of the various subjects, endorsed by the Academic Council of the Academy and submitted to the Nepal Medical Council (NMC) for approval and accreditation. The NMC has already agreed to take the process forward and has decided to visit KAHS for feasibility study and inspection of its preparation. KAHS is reasonably prepared to start its first Masters academic program. The Academic Council has appointed two professors in MDGP, one each in Obstetrics and Gynecology, Orthopedics, and General surgery, which is an essential and major asset for starting residency programs in the Academy. As per the criteria set by the NMC, the Academic Council has appointed the faculties in the Departments of Psychiatry and Dermatology, and the departments in Basic Medical Sciences including Anatomy, Physiology, Pharmacology, and Microbiology have been established. The class/ lecture rooms are well set up and the faculties of various department are excited and ready to welcome the first batch of MDGP residents in Jumla. There has been huge progress in the field of research and publication as well. The Nepal Health research Council has agreed to permit establishing Institutional Review Committee (IRC) in the Academy, which, we believe, will encourage the faculties and the students to participate in various national as well as locallevel scientific studies and research. There was overwhelming response from the Academy faculties as well as the faculties from various other academic institutes during the call for papers for publication in this journal. The future of Karnali Academy of Health Sciences is looking bright as this Academy was established to provide education and health services to the most marginalized people of the country. This Academy is located in a unique geography which has a huge possibility of becoming a unique institute in the field of medical education. And, this journal will continue to publish cutting-edge research and studies done in this Academy and elsewhere in the country.

Journal Watch From ACE (Alliance for Clinical Education): Annual Review of Medical Education Articles in Obstetrics and Gynecology, 2012

2014 ◽  
Vol 26 (2) ◽  
pp. 204-208
Author(s):  
Alice Chuang ◽  
Jodi Abbott ◽  
John L. Dalrymple ◽  
Lorraine Dugoff
Keyword(s):  
Medical Education ◽  
Clinical Education ◽  
Obstetrics And Gynecology ◽  
Annual Review ◽  
Journal Watch

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 Information about dissertations on obstetrics and gynecology defended at the D.001.21.01 Dissertation Council (Ott Research Institute of Gynecology, Russian Academy of Medical Sciences) in 1999

2000 ◽  
Vol 49 (1) ◽  
pp. 110-113
Author(s):  
E. K. Ailamazyan
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Obstetrics And Gynecology ◽  
Medical Sciences ◽  
Pathological Physiology ◽  
Research Institute

The results of the thesis research can be recommended for implementation in specialized obstetric hospitals equipped with modern ultrasound devices; in the educational and pedagogical activity of the departments of obstetrics, pediatrics, and pathological physiology of medical universities; and in the lectures for specialists in obstetrics, perinatology, and pathological physiology of the postgraduate medical education academies of Russia.

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

Journal Watch from ACE (Alliance for Clinical Education): Review of Medical Education Articles in Obstetrics and Gynecology, 2013–2015

2017 ◽  
Vol 29 (1) ◽  
pp. 109-114
Author(s):  
Brittany Star Hampton ◽  
Archana Pradhan ◽  
Jodi Abbott ◽  
Samantha D. Buery-Joyner ◽  
LaTasha B Craig ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Education ◽  
Obstetrics And Gynecology ◽  
Journal Watch ◽  
Education Review

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.

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