Have we met the educational challenges of obstetrics and gynecology? A response to the Association of Professors of Gynecology and Obstetrics Initiative of 1986 (original) (raw)
Related papers
Developing as an Academic Medical Educator in Obstetrics and Gynecology
Obstetrics & Gynecology, 2019
Financial Disclosure Sarah Page-Ramsey disclosed receiving money paid to her institution from the American College of Obstetricians and Gynecologists District X (honorarium for lecture). She has received funds from McGraw-Hill Publishers (author) and money paid to her institution from Mayo Clinic (honorarium for lecture) and American Board of Obstetrics and Gynecology-oral board examiner. She was paid for travel and expenses Air Force Medical Service-honorarium for lecture. The other authors did not report any potential conflicts of interest.
An Alumni Survey as a Needs Assessment for Curriculum Improvement in Obstetrics and Gynecology
Journal of Graduate Medical Education, 2012
Background The Accreditation Council for Graduate Medical Education requirements recommend using outside measures to perform annual residency program evaluations to identify areas for program improvement. Objective The aim of the study was to identify areas for residency program improvement via an alumni survey. Methods An anonymous online survey was sent to the last 10 years of graduates from our obstetrics and gynecology residency program. Results Response rate was 63% (34 of 54). All respondents reported being comfortable serving as gynecologic consultants. More than 75% (26 of 54) reported being comfortable performing abdominal hysterectomies, vaginal hysterectomies, basic and complex laparoscopies, and vaginal surgery. Regarding management of urologic injuries, the participants' responses varied, with 58% (20 of 34) reporting they felt prepared, 21% (7 of 34) with neutral responses, and 21% (7 of 34) reporting they felt unprepared. For total laparoscopic hysterectomy, 65% (...
A faculty development course in obstetrics and gynecology
American Journal of Obstetrics and Gynecology, 2000
Sponsored by the nonprofit Berlex Foundation, this 6-day Faculty Development Course introduces small groups of new faculty to research design, critical appraisal of the literature, scientific writing, and evidencebased medicine. The course includes didactic presentations, small group discussions, and individual protocol development. Its influence on academic careers is impossible to determine, because defining an appropriate comparison group is not feasible. However, the cumulative effect should be to increase the research expertise of some young faculty in academic departments nationwide. In addition, many participants have introduced the principles of evidence-based medicine in their own teaching programs.
Obstetrics and Gynecology, 1998
A consensus conference sponsored by the Council of University Chairs of Obstetrics and Gynecology in February 1997 formulated the organization's response to the many external issues affecting academic medicine and obstetrics and gynecology including 1) a new practice model based on "wellness," 2) reimbursement changes that have jeopardized traditional revenue sources, 3) an emphasis on quality assurance based on outcomes research and evidence-based medicine, 4) the concept of lifelong learning dictated by an expanding knowledge base and new technology, 5) insufficient resources for basic and clinical investigation in obstetrics and gynecology, 6) workforce statistics indicating stabilization in the number of subspecialists, 7) the increasing diversity of the United States population. Recommendations were developed that are intended to foster change and contribute to the design of academic programs. These include appropriate training for residents as providers of primary care, with an emphasis on continuity clinics, an interdisciplinary curriculum in women's health for medical students; promotion of gender, racial, and ethnic diversity at all levels of medical education and academic leadership; creation of clinical trials research units; and the development of expanded opportunities for research in obstetrics and gynecology supported by the
Undergraduate Teaching Curriculum in Obstetrics and Gynecology
Journal of SAFOG with DVD, 2011
Background: Evaluation of teaching curriculum is extremely logical and is firmly recommended as a part of teaching-learning process. The utility of feedback from students to evaluate a teaching curriculum cannot be overemphasized.
American Journal of Obstetrics and Gynecology, 2016
O bstetrics and gynecology education is one of the lowestranked medical school experiences by US medical school graduates. The inability to provide students with experiential excellence could be a detriment to our patients. The causes of student dissatisfaction are not unexpected: long work hours, minimal hands-on experience, limited faculty interactions, ineffective teaching by residents/fellows, and mistreatment issues. The purpose of this Viewpoint article is to discuss these clerkship weaknesses identified by national and local survey data. Strategies employed by nationally recognized obstetrics and gynecology educators to develop adaptive behaviors to address these educational shortcomings will be reviewed.
Challenges in Academic Obstetrics and Gynecology Departments
Obstetrics & Gynecology, 2013
Focus on medical school mission a50.903 and workplace culture a50.826 Medical school governance Opportunities for faculty participation in governance; communication from the dean's office; medical school's explanation of finances to faculty Medical school governance a50.933 Department governance Opportunities for faculty participation in decision-making; communication from the department chair; department's explanation of finances to faculty Department governance a50.936 Collegiality and collaboration Opportunities to collaborate with other faculty; personal "fit" (ie, sense of belonging); interactions with colleagues; intellectual vitality within the department and medical school; appreciation by colleagues
The obstetrics and gynaecology resident as teacher
Journal of obstetrics and gynaecology Canada : JOGC = Journal d'obstétrique et gynécologie du Canada : JOGC, 2010
In this article we discuss the role residents play in the clinical training and evaluation of medical students. A literature search was performed to identify articles dealing with research, curriculum, and the evaluation of residents as teachers. We summarize the importance of resident educators and the need to provide appropriate resources for house staff in this role, and we review evidence-based literature in the area of residents as teachers. Specific attention is given to the unique circumstances of the obstetrics and gynaecology resident, who is often faced with teaching in an emotionally charged and stress-filled environment. We present examples of curricula for residents as teachers and describe barriers to their implementation and evaluation.
From Obstetrics and Gynecology to Women's Health- The Road Ahead
Obstetrics and gynecology is unique among health professions. We under-estimate and devalue our noble profession by confining our role to that of organ healers, technicians, and providers of episodic care to women. I came to the conviction that obstetrician- gynecologists have a responsibility as well as an opportunity to evolve their profession to meet women's needs, women's perceptions and women's perspectives. Women need us as a profession that listens to them, that respects them, that provides them with comprehensive health care, and that stands behind them as they struggle against the social evils that impact on their physical, mental and social health.