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A Needs Assessment for a National Ob/Gyn Residency Education Curriculum

Purpose: We sought to determine Ob/Gyn residents’, program directors’ (PDs), and assistant program directors’ (APDs) perceptions of the need for a national Ob/Gyn residency education curriculum. This study was funded by the CREOG Empower Award.

Background: Several specialties have implemented standardized, national residency education curricula. These curricula allow residents to have equal access to a centrally located, structured, common knowledge base. In Ob/Gyn, although we have outstanding educational resources, they are not integrated into a national curriculum nor are they co-located. Rather, each residency program develops its own didactic curriculum, which requires a significant amount of time and effort and leads to variability in curriculum quality and content.

Methods: A 12-question web-based survey was developed and distributed to residents, program directors, and assistant program directors nationwide using the Ob/Gyn program coordinator’s listserve and program contact information from the ACOG website.

Results: 780 participants (651 residents, 83 PDs, and 46 APDs) completed the survey, with a diverse range of regions, program types, and program sizes represented. Almost all (97.2%) participants agreed or strongly agreed that residents nationwide should have equal access to high quality Ob/Gyn education resources. Further, 91.9% agreed or strongly agreed that core Ob/Gyn educational resources should be centrally located. A majority, 77.8% (residents 78%, PDs 75%, and APDs 78%), agreed or strongly agreed that there is a need for a national Ob/Gyn residency education curriculum.

Discussions: Our results demonstrate a perceived need for a centrally located, structured national Ob/Gyn residency education curriculum.

Topics: General Ob-Gyn, Independent Study, Lecture, GME, Medical Knowledge, Residency Coordinator, Residency Director, Osteopathic Faculty, Clerkship Coordinator, Clerkship Director, Faculty, Resident, Student, 2020, CREOG & APGO Annual Meeting,

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Proficiency Perception and Relevance of Gynecological Procedures Among Obstetrics and Gynecology Graduates; Evaluating the Residency Surgical Curriculum

Purpose: To determine graduates’ perception of their proficiency in gynecologic operations and the relevance of these procedures to their current practice

Background: Program directors must certify that graduates are competent to practice without supervision after residency. Achieving proficiency in gynecologic surgery after 4 years is challenging. Evaluating the current surgical curriculum is critical

Methods: A survey of 40 graduates from a single academic instituition was conducted. 36 gynecologic procedures were listed. Each procedure corresponded to two four-point scales (strongly agree to strongly disagree). One scale was headed with preparation to independently perform the operation, and the other questioned the relevance of the procedure in their current practice. A third scale reviewed the need for additional training, and the case/volume per year. A subgroup analysis was done to evaluate the preferred route of hysterectomy and the rationale if vaginal hysterectomy was avoided

Results: The response rate was 67.5%. All respondents felt prepared to perform 25% (9/36) of procedures. More than 50% did not feel competent performing laparoscopic single site hysterectomy, laparoscopic myomectomy, sling, utero-sacral ligament suspension, vesico-vaginal fistula repair, colpocleisis, and office hysteroscopy. Vaginal hysterectomy was relevant for 78% of graduates, however, 89% performed fewer than 10 cases per year, and 55% would benefit from additional training. More than 50% of graduates would choose a non-vaginal route of hysterectomy, and interestingly, 93% of those based their decision on lack of comfort with the procedure

Discussions: While several gynecologic surgeries are relevant to recent graduates’ practices, some may not feel competent performing these procedures after residency. Vaginal hysterectomy is not commonly performed among graduates, largely due to inexperience with the procedure

Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Residency Director, Residency Coordinator, Patient Care, Systems-Based Practice & Improvement, Practice-Based Learning & Improvement, GME,

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Novel Realistic Bladder Model Teaches Anatomy & Builds Resident Confidence in Cystotomy Recognition/Repair

Purpose: To develop and pilot an inexpensive, reusable, water-tight moderate-fidelity bladder model that can be used to teach Ob-Gyn residents cystotomy repair.

Background: Cystotomy repair is a required Ob-Gyn milestone procedure; however, low surgical volume for cystotomy may impact resident ability/confidence to perform the procedure. Available simulation models are either expensive or low-fidelity and not water-tight. Our goal is to create a cost-effective, realistic, functional bladder model (visible ureteral jets, water-tight after repair) for simulation of cystotomy repair.

Methods: Phase 1: Design and creation of the model using molds developed with 3D design software and 3D printing. The silicone model includes ureters, urethra, trigone, ureteral orifices, rugae, muscularis, and mucosa.
Phase 2: Pilot of the model with Ob-Gyn residents as part of their simulation curriculum. Residents were given a pre- and post-test to identify the model’s anatomic landmarks and rate their confidence in 1) identifying cystotomy and 2) performing open cystotomy repair. Residents evaluated the model’s fidelity post-simulation.

Results: Eight bladder models were constructed for $206. The model was water-tight post-repair and cystoscopy demonstrated bilateral ureteral jets. All residents, n=16, had no prior cystotomy simulation and limited experience with cystotomy repair. The model improved ability to identify bladder anatomy (4.3/6 items pre vs 5.8/6 items post, p=0.04) and confidence in both identifying cystotomy (2.14 vs 3.4 of 5, p= 0.006) and performing cystotomy (1.4 vs 3.3 of 5, p=0.014). Learners strongly agreed the model was realistic, mean 4.6/5.

Discussions: Our novel bladder model is cost-effective, realistic and useful for teaching anatomy and simulation of cystotomy repair.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Practice-Based Learning & Improvement, GME, Simulation, General Ob-Gyn,

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Impact of TrueLearn Question Bank on Resident Performance on the CREOG In-Service Training Exam

Purpose: To determine how implementation of the TrueLearn (TL) question bank and mock in-service training exam (ITE) impacts performance on the CREOG ITE.

Background: The CREOG ITE is an annual exam on which, success has been correlated to success on the American Board of Obstetrics and Gynecology Qualifying Exam. Question banks are quickly becoming a popular study tool, but their utility on improving CREOG ITE performance is unknown.

Methods: We performed a quasi-experimental retrospective review of the CREOG ITE score reports from 2017 to 2019 at our institution. Starting in 2018, TL was made available and a mock ITE was administered for the first time. A two-sided paired t-test compared average annual improvement in CREOG ITE scores before and after TL implementation. Correlation coefficients between TL usage and improvement on the 2019 ITE were calculated using Pearson correlation testing and a linear regression was used to determine their association.

Results: After providing TL, mean improvement in percentage points on the CREOG ITE was 6.6, 9.33 and 6.75 as residents matriculated from PGY1-2, PGY2-3 and PGY3-4 respectively. This was a significant improvement compared to the previous year.  As a program there was a moderate correlation with TL usage and percentage point improvement on the CREOG ITE; r=0.38, p= 0.038.

Discussions: After providing universal access to TL question bank and administering a mock ITE, a statistically significant improvement on the CREOG ITE was seen. TL’s question bank and mock ITE are valuable resources for improving CREOG ITE performance.

Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Systems-Based Practice & Improvement, Practice-Based Learning & Improvement, GME, Assessment, Independent Study, Problem-Based Learning, General Ob-Gyn,

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Evaluation Disparity and Implicit Bias in Medical Student Grading: Findings from Evaluator Focus Groups

Purpose: To perform a needs assessment of medical student evaluators to uncover reasons for evaluation disparity in order to work towards improving the quality, consistency, and accuracy of OB/GYN clerkship evaluations.

Background: Accurate evaluation of medical student clinical clerkship performance is challenging. Scale-based student ratings often do not correlate to comments provided. Additionally, there can be a wide variance of scores for the same student by different evaluators. Information regarding differing grading systems is available, but there is a lack of guidance around inter-rater reliability and implicit bias.

Methods: From May - July 2019, we performed three resident and faculty focus groups. We began the session discussing evaluation form reliability and current behaviorally anchored rating scales, same student evaluation inconsistencies demonstrated between evaluators, accuracy, and potential evaluator bias. Qualitative analysis utilizing two reviewers was used to identify themes.

Results: Overall, participants expressed a need for more formal student evaluation information and instruction. Other themes were requests for education and information regarding the evaluation forms and student grading, an admission of variation between ‘hard’ and ‘easy’ graders, and implicit bias in student evaluation, particularly regarding perceived specialty choice.

Discussions: Evaluators felt a need to better understand how evaluations contributed to student rotation grades and were interested in improving the quality, consistency, and accuracy of evaluations. Time with students directly influences the accuracy of objective evaluations. Implicit bias around one’s own ‘grading scale’, and around student specialty selection, can influence student evaluations.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, UME, Assessment,

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Empathy Training Using Improvisational Comedy: Impact on Multidisciplinary Education among Health Professions Students

Purpose: Determine the impact of improvisation training on self-reported and observed measures of empathy among a multidisciplinary group of health professions students

Background: Provider empathy improves patient outcomes. The most effective technique for promoting empathy remains unknown. Improvisation training may improve cognitive and affective empathy by enhancing one’s ability to react to the observed experience of others. Improvisation workshops have been shown to improve empathy in OB/GYN residents. We aimed to evaluate the impact this training on self-reported and observed measures of empathy within a multidisciplinary group of health professions students.

Methods: This is a prospective cohort study of health professions students who participated in a mixed-methods empathy training activity (improvisation exercises and case-based scenarios administered by standardized patient actors before, during, and after the educational component). Students completed pre- and post-intervention self-reported empathy questionnaires. Trained patient actors observed student interactions and completed validated empathy questionnaires following each case-based interaction. Paired t-tests were used for within-person comparisons over time and ANOVA was used to compare changes across groups.

Results: Twenty-eight students participated (4 medical; 8 social work; 11 nursing; 5 physical therapy). Self-reported empathy scores improved significantly from pre- to post-intervention (34.3 vs 38.2, p< 0.0001) although observed empathy scores did not change (43.6 vs 42.9, p=0.65). When comparing across disciplines, there was no difference in observed empathy scores (p=0.75).

Discussions: Improvisation training improves self-reported but not observed empathy among a multidisciplinary group of health professions students. There was no difference in the efficacy of the training workshop between disciplines.

Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Interpersonal & Communication Skills, GME, Assessment, Simulation, Team-Based Learning,

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Duty Hours and Medical Student Performance: Is There a Correlation?

Purpose: To describe the association between duty hours (DH) and shelf exam score, and between DH and overall grade.

Background: Medical students are required to comply with the same DH regulations as residents. However, variation exists between the total DH worked due to diversity of clinical sites, surgical rotations, and student engagement. The impact of DH on exam scores and clinical grade is poorly understood.

Methods: Retrospective cohort study of students in OB/GYN clerkship at a single academic center from 8/18-6/19. Weekly duty hours tabulated and averages obtained. Students working more than 75%ile for DH weekly (long hours) compared to those working less. Impact of long hours in last two weeks of clerkship also examined. Outcomes of interest were high overall grade ( >95%), high shelf score ( >90%), and low shelf score (< 60%) adjusted for quartile of year. Simple statistics used to analyze data.

Results: The average weekly DH was 43.1hr/wk (SD 7.32hr). This didn’t vary by gender. Students in the latter half of the year worked longer (45.2 hrs/wk vs 41.9 hrs/wk, p=0.03). The 75%ile of weekly DH was 47.1 hrs. Students working long hours were not more likely to have low shelf (21.7% vs 30.4%,p=0.6), high shelf (28.3% vs 28.6%,p >0.99), or high overall grade (25% vs 28.9%,p >0.99). Long hours in the last 2 weeks of the clerkship was not associated with high overall grade (33.3% vs 31.1%,p >0.99) or low shelf (21.7% vs 34.2%,p=0.32). A trend toward high shelf scores was seen (41.3% vs 23.2%,p0.06).

Discussions: Long duty hours, even late in the clerkship, were not associated with high or low shelf scores, nor high overall grade.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Medical Knowledge, UME, Assessment, General Ob-Gyn,

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Curriculum Development in the OBGYN Clerkship: Effect on NBME Scores

Purpose: Investigate whether implementation of APGO Medical Student Educational Objectives into an OBGYN clerkship didactic curriculum results in higher NBME exam scores.

Background: Medical student curriculum reform is at the forefront of OBGYN educational research. Active, adult learning techniques are highly touted; data are promising for student satisfaction, but more studies about effect on objective assessments are needed.

Methods: We implemented 21 of 58 APGO Medical Student Educational Objectives into the OBGYN Clerkship didactic curriculum during academic year (AY) 2018-2019. Students were assigned pre-reading material and completed weekly, graded individual readiness assessment tests, followed by team readiness assessments, before each didactic session. NBME scores were compared pre- and post-intervention (AY 2017-2018 to AY 2018-2019, respectively) by yearly cumulative, as well as by individual cohort within each year. Analysis was completed with independent samples t-test with two-sided P < 0.05 statistically significant.

Results: Overall, AY 2018-2019 had higher average NBME scores than AY 2017-2018, although not statistically significant (79.5 vs 78.6, P=0.29). Cohorts 4 and 6 showed significantly higher scores in AY 2018-2019 relative to AY 2017-2018, 80.0 vs 75.4 and 82.1 vs 77.7 respectively, (P< 0.05). Cohorts 3 and 5 scores were slightly higher on average and cohorts 1 and 2 scores were lower on average in AY 2018-2019 relative to AY 2017-2018, but these differences were not found to be statistically significant.

Discussions: Implementation of the APGO Medical Student Education Objectives into our OBGYN didactic curriculum showed a trend toward higher NBME scores, suggesting benefit, however this difference was not statistically significant.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Clerkship Coordinator, Medical Knowledge, GME, Assessment, Lecture, Team-Based Learning, General Ob-Gyn,

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Clerkship Directors’ Reports and Attitudes on Pelvic Exams Performed by Medical Students

Purpose: To examine current practices of obtaining consent for pelvic exams performed by medical students as reported by OBGYN Clerkship Directors (CDs).

Background: Recently, ethical concerns regarding student involvement in pelvic exams performed while a woman is under anesthesia have been raised in the scientific, professional, and popular literature.

Methods: An online survey about the educational pelvic exam was administered to OBGYN CDs as part of the APGO annual clerkship directors’ survey. CDs were asked if their institution had policies on the performance of pelvic exams by students, if explicit consent was obtained, and if patients, students, and providers were educated on the policy. These were evaluated by descriptive statistics of self-reported policies. We also compared the median values of the perceived importance of telling a patient about the involvement of a medical student across seven different procedures.

Results: The survey was sent to 230 clerkship directors, 140 responses were returned, with a response rate of 61%. 57 CDs reported they follow all 4 recommendations (40.7%) as published by APGO’s statement on pelvic exams under anesthesia. 9 CDs did not believe the exam had to be related to the procedure performed. Consent for pelvic exam was seen equivalent to consent for rectal exam, intubation, and making the incision. Consent was perceived less important to watch the procedure, suture the incision, and retract.

Discussions: While many CDs report institutional policies on students performing pelvic exams, it is clear that education is still needed to ensure proper consent is obtained.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Faculty, Clerkship Director, Clerkship Coordinator, Patient Care, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, UME, Quality & Safety, General Ob-Gyn,

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Care Across the Life Cycle: Results of an Integrated Pediatric, Obstetrics and Gynecology, and Geriatric Medical Student Clerkship

Purpose: The authors explore medical knowledge attainment and course evaluation data in Pediatrics and Obstetrics and Gynecology after the implementation of a novel, three-phase undergraduate medical school education curriculum called ForWard. In ForWard, the two clerkships were shortened from six to four weeks and combined with geriatrics to form an integrated 12-week clinical block.

Background: The traditional structure for clinical clerkships are specialty specific rotations. Due to evolving needs of both patients and learners, there has been interest in integrating the clinical fields during delivery of undergraduate medical education. With any curricular change, it is important to evaluate the learning outcomes.

Methods: Pediatric and Obstetrics and Gynecology NBME subject exam scores were compared prior to (n=180) and after (n=162) the implementation of the ForWard curriculum using an analysis of variance with covariate (ANCOVA).  Student satisfaction with the traditional and ForWard curriculum were determined based on post-clerkship evaluation forms and compared using unpaired t-tests.

Results: The unadjusted mean NBME Pediatrics and Obstetrics and Gynecology subject examination scores were 77.1 and 80.0 in the traditional curriculum and 76.9 and 79.3 in the ForWard curriculum (p=0.83) and (p=0.37). The mean Pediatric and Obstetrics and Gynecology clerkship evaluation scores in the traditional curriculum were 77.1 (SD 7.6) and 80.0 (SD 6.9) compared to 76.9 (SD 7.9) (95%CI -1.84-1.47) and 79.3 (SD 7.7) (95%CI -2.26-0.85) in the ForWard curriculum.

Discussions: Despite shortened Pediatric and Obstetrics and Gynecology clerkship experiences, performance on the NBME subject examinations in both subjects was unchanged and student satisfaction was maintained.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Medical Knowledge, UME, Assessment, General Ob-Gyn,

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Assessing the Effectiveness of Single Session Didactic Teaching in Improving Health Care Professionals’ Knowledge of the LGBTQ Population

Purpose: To examine the impact of a single didactic session on short-term knowledge acquisition and long-term knowledge retention of principles related to LGBTQ healthcare.

Background: Individuals who identify as Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) compose an estimated 1.1-3.8% of the population. Despite significant legal and societal advances, disparities persist in LGBTQ health care education, delivery, and outcomes. Multiple national medical organizations have produced initiatives emphasizing the development of educational resources to address these disparities.

Methods: A prospective observational study was performed. Knowledge acquisition was examined by a written survey, including 5 semantic differential scale and 5 multiple-choice questions. The survey was provided prior to and after a didactic session, then again four weeks later. Participation was voluntary and anonymous. Statistics were analyzed using Graph Pad Prism 8 Software (San Diego, CA).

Results: Comparing summed scores, immediate pre and post results (n=63) showed significant improvement across both semantic differential scale (5.7-7.78; p-value 0.00005) and multiple-choice (71%-91%; p-value 0.0004) questions. The 4-week post results (n=33) showed knowledge degradation, but significant improvement when compared to pre-test (5.7-7.21; p-value 0.01, 71%-86%; p-value 0.0095). The most significant improvements were in knowledge of LGBTQ community resources (3.9-7.6-6.4; p-value < 0.00001) and options for gender affirmation (51%-73%-69%; p-value < 0.00001).

Discussions: As medical curricula continue to evolve to address the needs of the LGBTQ population, this study indicates that a single didactic session may significantly improve provider knowledge about LGBTQ health care. This should result in improvements in awareness and communication, patient satisfaction, and health outcomes.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, GME, CME, Lecture, Public Health, Advocacy, General Ob-Gyn, Sexuality,

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A National Wellness Curriculum for OBGYN Residents: Impact of the CREOG Wellness Curriculum

Purpose: A national study explored the impact of a wellness curriculum for residents.

Background: The CREOG/APGO Physician Wellness Taskforce developed a national curriculum for physician wellness for obstetrics and gynecology residents. A multi-institutional study explored the impact of this curriculum on professional fulfillment and burnout of residents across the United States.

Methods: Twenty-five residency programs from all CREOG regions participated in the study. Residents in these programs participated in 6 interactive workshops on physician wellness over 1 year. Before and after the curriculum, residents completed the Professional Fulfillment Index (PFI) a 16-item survey tool measuring professional fulfillment (PF), and burnout composite (BC) (measures of work exhaustion and disengagement). T-tests analyzed changes in scores, comparing groups with higher attendance and lower attendance at the wellness curriculum sessions.

Results: Among 592 participating residents, 424(72%) completed the pretest and 385(65%) the posttest. Residents participated in 3.96 sessions on average. Overall,PF increased slightly with 23.8% meeting the threshold for robust PF pretest to 25.2% meeting the same thre posttest. BC scores improved slightly with 46.8% meeting criteria for burnout pretest to 43.9% posttest. The 246 residents attending 4-6 sessions in the wellness curriculum (High Attendance) had improved scores compared to the 139 residents attending 0-3 (Low Attendance): PF-high attendance (28.05%) vs. PF-Low Attendance (20.14%), p< .001, and BC-High Attendance (39.8%) vs. BC-Low Attendance (51.1%), p=0.03.

Discussions: A longitudinal wellness curriculum is feasible within an OBGYN residency training program. While burnout has been shown to increase throughout the academic year, this may be mitigated by participation in the curriculum, with residents who were more engaged demonstrating greater improvement in professional fulfillment and less burnout over 1 year.

Topics: CREOG & APGO Annual Meeting, 2020, Faculty, Residency Director, Residency Coordinator, Professionalism, GME, CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, GME, Lecture, Independent Study, General Ob-Gyn,

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Turning The Lens Inward: Using Strengths Identification To Improve Team Work, Performance, And Patient Care

Objective:  Strengths work is a positive psychology approach that turns the notion of problem-based living upside down, using identification of what is going RIGHT to improve individual and team performance, as well as career longevity and job retention. 

Workshop agenda
Introduction to strengths work and literature supporting its use (5 minutes)
Individual completion of an established strengths assessment (15 minutes)
Group discussion and formation of large screen matrix of different strengths and how they contribute to our professional roles (15 minutes)
Dyad analysis of individual strengths as they support current roles and responsibilities (10 minutes)
Overview of free access, commercial and educational resources to bring strengths analysis to learners and colleagues (5 minutes)
Table discussion of specific methods of bringing strengths work to home institutions (10 minutes)
Large group compilation of ideas for take-home work (10 minutes)
Wrap up (5 minutes)

Interactive component:  Attendees will work individually, as dyads, as tables, and as large groups to identify and analyze their individual strengths, determine effective means of applying their strengths to their current roles, and determine realistic ways to bring strengths work to their own environs.

Take-home product: Participants will leave with a formal assessment of personal strengths, new means of applying strengths to daily work, and a specific plan to introduce strengths work at home institutions. 

Topics: UME, Systems-Based Practice & Improvement, Clerkship Coordinator, Clerkship Director, Faculty, 2020, Faculty Development Seminar,

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Seeing Eye to Eye: Maximize your Mentorship Relationships with Millennial Learners

Background: Mentorship is defined as “a dynamic, reciprocal relationship between an advanced-career incumbent (mentor) and a beginner (mentee) aimed at promoting the career development of both.” It can be a vital and key component of our roles in medical education, and there are proven benefits to both the mentor and the mentee when a positive relationship is created.  Many of the learners entering medicine today were born between 1980-2000, and have been coined the Millennial Generation. The goal of this interactive workshop is to discuss generational traits of Millennials, with considerations of gender, diversity and inclusion in the context of optimizing mentorship relationships.

Workshop Agenda:
Introduction and Background:  Brief introduction to principles of Mentorship and Inclusion, Generational Diversity and Traits of Millennial Learners.  15 minutes
Small Group Case-Discussions and Large Group Report Out: Participants will discuss four mentorship cases in small groups. These cases will highlight generational differences including tensions between Purpose versus Process, Flat versus Hierarchical Infrastructures, and Scheduled versus PRN meetings. Groups will report their strategies for approaching these scenarios and tensions. 30 minutes
Strategies for Success: We will review myths, realities and millennial mentorship best practices. We will include technological tips and tricks including the use of social media and shareable online meeting templates that can help to facilitate positive momentum and outputs from the mentorship relationship. 20 minutes
Concluding Remarks: 10 minutes

Interactive Component: Small group discussion and sharing of best practices

Take Home Product: Shareable online meeting templates

Topics: UME, GME, Interpersonal & Communication Skills, Clerkship Coordinator, Clerkship Director, Faculty, Resident, Student, 2020, Faculty Development Seminar,

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On The Lookout: Use Of Debriefing With Clerkship Students To Aid In Wellness And Resiliency

Objective/Background: The Obstetrics and Gynecology rotation may expose students to their first experiences with serious medical conditions and traumatic events. These events shape students’ perspectives, and if left unaddressed, could potentially contribute to the development of burnout over time. Debriefing serves as a tool to allow students to discuss shared experiences and build resiliency, especially with topics often considered routine amongst practicing physicians. 

Workshop Agenda:
The workshop will begin with large group discussion of clinical issues that place students at risk for developing emotional fatigue (10 min). 
Workshop facilitators will then introduce debriefing concepts and tools. Facilitators will model the method of debriefing employed at their institution, and shared experiences and development of coping skills will be discussed by participants (20 min). 
Participants will be given examples of clinical scenarios that may require debriefing, divide into small groups, and will practice the debriefing model using the tools (20 min).
Participants will share their experiences with each scenario as a large group (10 min).
Finally, the group will brainstorm, discussing innovative ways to integrate debriefing into their clerkships (15 min).  

Interactive Component: Participants will be given clinical scenarios that allow them to practice debriefing from the facilitator and student perspectives.  

Take Home Product: Participants will be provided a toolkit for implementing debriefing at their home institutions. It will include a detailed description of common methods of debriefing, a guide for implementation in the clerkship, and literary resources.  Group brainstorming ideas will also be documented and shared. 

Topics: Team-Based Learning, Problem-Based Learning, Independent Study, Assessment, UME, GME, Practice-Based Learning & Improvement, Interpersonal & Communication Skills, Professionalism, Residency Coordinator, Residency Director, Osteopathic Faculty, Clerkship Coordinator, Clerkship Director, Faculty, Resident, 2020, Faculty Development Seminar,

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No Blurry Lines: Creating A Clear Vision For LCME Accreditation Visits

Objective: The LCME accreditation process can be overwhelming.  Early, thorough preparation is the key to a successful outcome.  This workshop will describe tools and strategies for preparing your clerkship and avoiding common pitfalls.  We will specifically discuss methods of improving communication and ensuring equivalent experiences in multi-site programs. 

Workshop agenda:  
Review of LCME preparation guidelines (5 min)
Overview of identified LCME standard-related vulnerabilities (5 min)
Individual identification of vulnerabilities using our checklist (15 min)
Table discussion of vulnerabilities and shared experiences (15 min)
Large group discussion of approaches to meet identified needs (20 min)
Behavioral strategies to manage the visit (5 min)
Suggestions for high yield talking points (5 min)
Wrap up (5 min)

Interactive component: Using our checklist, small groups will identify potential vulnerabilities as they relate to pertinent LCME Standards.  Participants will then share ideas and generate common themes in gap analysis.  Individuals will have an opportunity to test their own knowledge of LCME standards and answer sample questions.  

Take-home product: An outline of LCME accreditation visit needs and potential solutions will be provided and augmented by participants.  Participants will also receive a summary high yield LCME talking points document from a recent successful visit. 

Topics: UME, Systems-Based Practice & Improvement, Clerkship Coordinator, Clerkship Director, 2020, Faculty Development Seminar,

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Eliminate Remediation Blind Spots and Define a Clear Path to Success for Medical Learners

Objective/Background: Medical students and residents are expected to progress in their medical education using Milestones and other benchmarks to guide learning. However, within medical education, there is no standard pathway or framework for students or residents who require remediation to address professionalism or academic concerns. 

Workshop Agenda: The workshop will be an interactive mix of didactic and case-based learning.  We will define terms such as andragogy, professionalism, and academic failure.  We will suggest methods to establish interrater reliability amongst the faculty to identify the struggling learner including the use of a residency Clinical Competency Committee and a medical student grading committee.  Once we have characterized the struggling learner, we will explain methods used at our institutions to deploy individualized learning plans, including curriculum mapping, for professionalism and academic failure.  

Interactive Component: Case vignettes will be used to create remediation plans for both professionalism and academic failure.  Participants will complete curriculum maps based on the scenarios, develop appropriate learning objectives, and use existing evaluation tools to measure their plans

Take home Product: Handouts will be available to provide a format for implementation including a remediation framework, curriculum maps, and evaluation tools.  A modifiable presentation will be supplied to participants in order to return to their home institutions to use for faculty development.

Topics: Assessment, UME, GME, Practice-Based Learning & Improvement, Interpersonal & Communication Skills, Systems-Based Practice & Improvement, Professionalism, Residency Coordinator, Residency Director, Clerkship Coordinator, Clerkship Director, Faculty, 2020, Faculty Development Seminar,

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Clerkship M&M: Looking Forward through the Rear View

Objective/Background: Clerkship faculty often face unforeseen circumstances that lack the straight-forward solutions typically addressed in the clerkship handbook.  In addition, programs where students rotate at different sites may struggle to deliver a uniform clinical experience.  The objective of this workshop is to empower participants to approach complex scenarios by reviewing actual cases encountered by clerkship directors. Using an interactive approach, participants will reflect on past experiences to devise solutions and create a group-generated compendium of possible resolutions.   

Workshop Agenda: In this workshop we will review unique clerkship situations and devise possible solutions using a framework to approach these issues.  Examples include: leave requests to attend various functions (conferences, weddings, etc), student with depression; toxic resident environment, missed feedback, and sexual harassment. The workshop will start with 1-2 sample cases of real-life scenarios to review as a group.  In small groups, participants will list challenging situations they have encountered and discuss best practices for management using a suggested framework approach.

Interactive Component: Participants will generate a list of unique/challenging concerns they have faced at their institution and discuss strategies on how to best handle each scenario.  In large group, one interesting case from each small group will be reviewed.
Take-home product: Participants will leave with a framework of approaching complex scenarios as well as a group generated compendium of possible resolutions.   

Topics: Team-Based Learning, Problem-Based Learning, UME, Systems-Based Practice & Improvement, Professionalism, Clerkship Coordinator, Clerkship Director, Faculty, 2020, Faculty Development Seminar,

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Bring the Details into Focus: Incorporate a \"Case of the Week” in Your Curriculum

Workshop Text: During the 2017-2018 academic year, educational leadership ‘donned some spectacles’ to review the ObGyn clerkship curriculum in reference to APGO’s Medical Student Objectives.  Topics not ‘seen with naked eye’ were ‘brought into focus’ by adding weekly, online, case-based learning activities. Six topics were ‘eye’-dentified.  Efforts were aimed at providing opportunities for active learning using principles of case-based learning (CBL).  Each week of the 6-week ObGyn clerkship there is a new ‘focal point’ presented as a “Case of the Week”.  Included are a clinical case, as well as the ‘progressive lenses’ of a foundational science question and a clinical science question, followed by an educational handout detailing the principle learning points of each topic. 
Brief presentation to ‘focus’ on the principles of adult learning theory and how our “Case of the Week” is the right ‘prescription’ to meet the educational needs of mature learners
The ‘examination’ – discuss curriculum review and/or needs assessment 
Participants work with table-mates to write their own ‘prescription’ – practice case composition and writing foundational/clinical science questions
Small groups work through a “Case of the Week” and associated foundational/clinical science prompts.
Choose one “uncommon/difficult topic”, then develop an outline of a “Case of the Week” summarizing the learning objectives, \\\'framing\\\' the case, and \\\'focusing\\\' on foundational/clinical science topics to incorporate into questions.   A draft \\\"Case of the Week\\\"!!    Student, curriculum, question

Topics: Problem-Based Learning, Independent Study, Assessment, UME, Practice-Based Learning & Improvement, Medical Knowledge, Osteopathic Faculty, Clerkship Coordinator, Clerkship Director, 2020, Faculty Development Seminar,

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Blind, Or Sight Without Vision? Building A Professional Learning Environment With 20/20 Vision

Background: We can often concur on the most glaring examples of non-professional behavior.  However, a widely accepted definition of professionalism in Ob/Gyn is a blind spot; as such it poses a challenge to assess how well it has been taught to learners.

Workshop Agenda:
Who had the vision regarding professionalism?  Learning from our past visionaries. (15 minutes)
     o Poll-everywhere of how people define professionalism
     o Review of sentinel literature from Maxine Papadakis 
What is our current vision of professionalism?  Seeing the issue from all sides. (35 minutes)
     o Review of factors that affect learning environment
     o Three case scenarios of actual mistreatment complaints from our institution
     o Tables will be assigned as student, resident, and faculty perspective and switched for different scenarios.  Debate on the views of professionalism from all sides. 
How do we reach our vision of professionalism? Creating a vision for the future. (25 minutes)
     o Tips for creating a professional environment from our institution
     o Poll everywhere of how other institutions create a professional environment
     o Create a plan for instituting a professionalism curriculum through a worksheet

Interactive Component: Small group discussion, poll-everywhere, large group discussion 

Take Home Product:
Pocket guide for keeping feedback professional
Worksheet: Barriers, Breakthroughs, and Blueprint for teaching professionalism. 

Topics: UME, Interpersonal & Communication Skills, Professionalism, Residency Director, Clerkship Coordinator, Faculty, Resident, Student, 2020, Faculty Development Seminar,

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