Implementing Communications Training for OB/GYN Residents: Disclosure of Adverse Peri-operative Events
Precis: This study investigated the effect of self-evaluation on the improvement of surgical skills by comparing OSATS scores over a 4-month period to determine if the addition of a self-evaluation improved surgical skills more than instructor evaluation alone.
Purpose: To study the implementation of communications training for OB/GYN residents on the disclosure of adverse peri-operative events
Background: Communication skills are key components of the patient-physician relationship, however, these skills are not routinely taught during OB/GYN residency or fellowship. As OB/GYNs, disclosure of serious news happens routinely in various aspects of patient care.
Methods: OB/GYN residents at a single institution participated in a 4-hour communication didactics session using VitalTalk methodology. Participants were surveyed at baseline, immediately following training and 3 months post-training to measure changes in comfort and confidence in the performance of communication skills. A 5 point Likert scale was used to measure comfort/confidence: Novice (1), Advanced Beginner (2), Competent (3), Proficient (4) or Expert (5).
Results: 27 residents participated in training; 8(29.6%) interns, 7(25.9%) 2nd year, 7(25.9%) 3rd year and 5(18.5) 4th years. 11/27 (40.7%) reported prior communication training. Before training, residents reported the most competence: detecting emotion cues (median: 3.1), detecting patient/family sadness (3.0) and responding empathetically (2.8). Residents felt the least competent: assessing patient/family willingness to discuss perioperative complications (2.0), assessing how much a patient/family wants to know (2.1), confirming understanding of the adverse event (2.3). Baseline comfort and skill performing these conversations was 2.1 and 1.9, respectively. Immediately post-intervention, average comfort and skill level increased to 2.8 and 2.8, respectively. 3 month data is currently being collected.
Discussion: OB/GYN residents self-rate their communication confidence and skills at an advanced beginner level. Implementation of participatory communication training for OB/GYN residents is feasible and improves both trainee comfort and skills in the disclosure of adverse peri-operative events. Further work is ongoing to understand retention of these skills to inform more longitudinal curricula.
General Ob-Gyn, Standardized Patient, Simulation, GME, Interpersonal & Communication Skills, Professionalism, Residency Director, Clerkship Director, Faculty, Resident, Student, 2020, SES,
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Spellbound: Impact of a Professionalism Workshop on Abortion Attitudes for Residents at Catholic Programs
Purpose: To determine if a professionalism workshop that
explores attitudes about abortion care influences ob-gyn resident attitudes at
Catholic residency programs.
Background: Catholic residency programs face institutional
barriers to abortion training.
Methods: Between 2018-2019, we provided professionalism
workshops at five Catholic programs that do not provide abortion training.
Participants received a pre and post survey related to abortion training and
attitudes. We compared Likert responses using Wilcoxon matched pair
Results: 41 residents (87% of eligible residents) completed
both surveys; 29.3% reported Catholic religion, 14.6% reported their personal
views on reproductive care are in line with their institution, and 12.2% reported
selecting a Catholic program based on its religious affiliation. With
respect to prior abortion experiences, 75.6% provided options counselling,
41.5% provided abortion referral, and 9.8% provided first-trimester abortion
for nonmedical reasons. Views on whether abortion or related
circumstances is justifiable did not change for a patient presenting with an
undesired pregnancy (p=0.32), but demonstrated increasing acceptance for the
following circumstances: (1) patient presenting for abortion at 19 weeks
(p=0.001), (2) patient presenting for second abortion (p=0.01), and (3) patient
declining post-abortal contraception (p< 0.001). Emotional reactions
to scenarios were unchanged. When asked about when abortion is morally
acceptable, views became more accepting for patients presenting with financial
inability (p< 0.01) and for disruption to career or education (p< 0.01).
Discussions: A professionalism workshop can be a useful tool for
residents at Catholic training programs to explore their abortion attitudes and
results in more accepting attitudes toward women who choose abortion in certain
CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Residency Director, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, GME, Assessment, Public Health, Contraception or Family Planning,
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Sexual Harassment in Obstetrics and Gynecology Postgraduate Training
Purpose: To determine the prevalence of sexual harassment(SH)
in obstetrics and gynecology(OBGYN) residency and fellowships.
Background: SH is a common problem the U.S. with 1 in 3 women
experiencing some form of it in their lifetime. According to the National
Academies of Sciences, Engineering, and Medicine (NASEM,) 24-50.4% of female
medical students experienced sexual harassment, which is more than their peers
in science and engineering, and 220% more than female students in non-science
Methods: We conducted a voluntary, anonymous survey study of
all U.S. OBGYN trainees in ACGME-accredited residency and fellowship programs.
The survey included the validated Sexual Experience Questionnaire (SEQ) short
form, and other questions including demographics. The NASEM definition of SH
was used in the study and described to the participants in the survey
instructions. Descriptive statistics were utilized.
Results: The survey was distributed to 1473 trainees in the US;
395 responses were received (26.8%response rate: 86%females, 13.5%males). 20.6%
of participants (78/378: 21.1%females, 21.7%males) responded yes to having been
sexually harassed during their OBGYN training. Based on the SEQ questionnaire,
69.1% OBGYN trainees (253/366) had experienced some form of SH. Sexist
hostility was the most common form of SH followed by crude behavior
(211/253,83.4%;182/253,71.9% respectively). Males and senior OBGYN attendings
(154/208,74.4%;110/395,27.9% respectively) were named the most common
perpetrator; the operating room was the number one location for SH followed by
Labor and Delivery (97/395,24.6%;83/395, 21.0% respectively).
Discussions: Although OBGYN is a female dominated field, the rate
of SH of trainees remains high according to our data.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Osteopathic Faculty, Residency Director, Residency Coordinator, Professionalism, Interpersonal & Communication Skills, GME,
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Residents as Preceptors: Developing a Teaching Curriculum for Obstetrics and Gynecology Residents
Background: Residents serve a critical role in medical student
education as near-peer educators. Positive experiences with residents and
perceived quality of teaching have been associated with improved clerkship
satisfaction and career choices in that discipline. ACOG and ACGME milestones
further emphasize the importance of residents as educators. While the role of
residents as preceptors is widely acknowledged, preparation for that role is
Methods: A single arm interventional study with pre and post
intervention analyses was used. A four part lecture series was designed and
implemented during obstetrics and gynecology resident didactics at the
University of Minnesota. Residents completed blinded and paired online
surveys pre and post lecture. 5 point Likert scale responses
were summarized and compared using Wilcoxon Signed Rank and Nominal Symmetry
Results: There was a statistically significant
difference in the distribution of rankings towards the positive between pre and
post surveys for questions regarding evaluation and teaching
. There were no statistically significant differences in the distribution of
rankings for questions regarding feedback. Barriers to teaching were also
Discussions: Implementation of a teaching curriculum significantly
improved residents\' perceived preparedness and understanding of medical student
teaching and preceptorship but did not improve attitudes towards and frequency
of feedback. Strengths of this study include description of a novel, resident
led program. Limitations include a small sample size at a single institution
within a single specialty.
CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, Assessment, Lecture, General Ob-Gyn,
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Resident Perceptions of Power-Based Violence and Impact of Bystander Intervention Training
Purpose: To evaluate resident perceptions of power-based
violence (PBV) and assess initial impact of bystander intervention (BI)
Background: Creating a safe, welcoming workplace is important in
medical education. PBV in the form of overt aggression, microaggression,
or bullying can threaten the educational community. BI training offers
residents a skill set to intervene to counteract PBV and foster a safer,
welcoming clinical environment for their teams.
Methods: Pre-training and post-training surveys
were completed by OB-Gyn residents at Vanderbilt prior to formal Green
Dots BI training. The survey assessed frequency of experienced or
witnessed PBV, sexism, and racism. Residents self-assessed their
ability to recognize overt versus subtle PBV, and whether they would intervene
in instances of PBV based on the role of the perpetrator. Residents
completing BI training were re-surveyed with the same instrument 3 months
later. Exempt IRB approval was obtained.
Results: 22 active residents were surveyed pre-training. 19
residents completed BI training and the post-training survey. Active
residents reported at least sometimes being the target of PBV (22.7%), sexism (45.5%),
or racism (9.0%). Even more residents reported at least sometimes
witnessing PBV (50.0%), sexism (59.1%), or racism (45.5%). Residents’
willingness to intervene varied by perpetrator: fellow resident (59.0%),
attending (18.2%), nursing staff (40.9%). 100% of active residents felt
obligated to foster a safe work environment free of PBV.
Among residents completing BI training,
the percentage reporting recognition of overt PBV increased
after training from 84.2% to 94.7% (p=0.29), and the percentage reporting
recognition of subtle PBV increased after training from 78.9% to 89.5% (p=0.37).
There was a modest increase after training in the percentage reporting they
would intervene for PBV perpetrated by a resident (52.6% to 57.9%, p=0.74) or
nursing staff (31.6% to 36.8%, p=0.73), but no change for faculty-perpetrated
Discussions: PBV is experienced and/or witnessed by residents not
infrequently. While residents are more likely to intervene for PBV
perpetrated by a fellow resident, they are less likely to intervene when
perpetrated by attendings or nursing staff. BI training appears to offer
modest improvements in recognition of PBV and willingness to intervene, but its
effect in this study was limited by sample size.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, GME, UME, Team-Based Learning, Advocacy,
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OBGYN Trainees Perception of Departmental Climate with Regards to Sexual Harassment
Purpose: To assess Obstetrics and Gynecology(OBGYN) trainees’
perception of departmental-cultural-climate(DCC) regarding sexual
Background: Positive DCC results in better psychological health
and workplace environment. Climates perceived to be permissive of SH by the
employees has lower overall work satisfaction.
Methods: Using REDCap data collection tool, we conducted an
anonymous survey of OBGYN trainees in ACGME-accredited residency/fellowship programs
in the U.S. The survey included demographics; the validated Sexual Experience
Questionnaire(SEQ) short form; and assessment of DCC via questions regarding
institutional reporting systems and trainees’ perceptions of how complaints
would be handled. Descriptive statistics were utilized.
Results: The survey was distributed to 1,473 residents/fellows
in the U.S. with 26.8%(395/1,473) response rate. The prevalence of SH was
69.1%(253/366). 90.3%(331/366) of trainees felt safe in their institution, while
only 3.0%(11/366) felt unsafe. 72.7%(8/11) of trainees who felt unsafe had
experienced SH. 88.5%(337/381) believed their SH report would be taken
seriously. 75.1%(286/381) believed privacy would be maintained. 80.3%(305/380)
thought their department would support them, and 76.7%(289/377) that the report
would be handled fairly. 15.6%(59/379) thought they would be labeled as a
troublemaker, and 10%(38/379) thought they would be punished. Only
3.3%(4/121) made an official report. 67.4%(149/221) did not tell anyone; and
39.4%(95/241) did not know of a reporting system. No action was taken for
47.5%(29/61) of the reports; the perpetrator was spoken to about their
behavior[14.8%(9/61)]; concerns were taken seriously[8.2%(5/61)]; and, concerns
were found to be unsubstantiated[1.6%(1/61)].
Discussions: OBGYN trainees are often reluctant to report SH, and
OBGYN departments may to need improvement in DCC based on our results.
GME, Systems-Based Practice & Improvement, Professionalism, Residency Coordinator, Residency Director, Osteopathic Faculty, Clerkship Director, Faculty, Resident, Student, 2020, CREOG & APGO Annual Meeting,
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Impact of Curriculum Update with New Objectives and Modern Methods on Resident Impression of Didactics
Purpose: To determine impact of curriculum changes on resident
impressions of didactics.
Background: Recently, CREOG released the 11th Edition learning
objectives. Simultaneously, resident surveys suggested our didactic curriculum
needed improvement. We restructured our curriculum to reflect these
changes and incorporate different teaching techniques for millennial learners.
Methods: CREOG learning objectives were reviewed to determine
the appropriate length and frequency of topics covered. Faculty were
assigned objectives; the use of ACOG Practice Bulletins and Committee Opinions
was encouraged. Faculty were asked to incorporate case discussions, hands-on
interactive activity, simulation, flipped classroom, etc. A
resident survey was administered both before and one-year after implementation
to assess satisfaction. Surveys were given immediately after the CREOG
exam to analyze score outcomes relative to curricular changes.
Results: Didactics were organized in a 2-year calendar with 3
weekly hours. Residents perceived improved overall quality, organization, and
depth/breadth of material (10-20 points on 100 point scale, all p< 0.05).
Resident attendance, topic known >1 week in advance, and reading assigned
>1 week in advance all improved (p< 0.05). The pre- group had more “not
detailed enough” and “not enough variety” responses while the post- group had
more “appropriate level” of both depth/breadth and detail (p< 0.05). Overall
CREOG scores improved as anticipated 12.9±9.6 points with the additional year
of training (p< 0.05); however, “by year” scores were unchanged (Δ5.4
points, p=0.17) suggesting no impact of curriculum changes on performance, only
Discussions: Updated objectives and modern teaching methods
improved resident impressions of didactics, but did not improve CREOG exam
CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, CME, Simulation, Lecture, Standardized Patient,
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Gender and Satisfaction with Mentorship In Medical School: A National Study
Purpose: Using the American Association of Medical Colleges
(AAMC) Graduation Questionnaire (GQ), we assess if males and females at all
U.S. medical schools report differing experiences with satisfaction with
faculty mentorship. Secondarily, we assess the role of men\'s and women\'s
scholarly projects and career plans as they relate to satisfaction with mentoring.
Background: Female physicians experience gender-based professional
differences, such as lower compensation, slower rates of promotion, and
decreased representation in leadership positions as compared to their male
colleagues. The way this gender-based professional inequity affects the
experience of medical student mentees has yet to be elucidated in the
Methods: Data were obtained from the AAMC GQ years
2016-2018. Student satisfaction with faculty mentoring was analyzed by
chi-squared and logistic regression.
Results: With an 82% response rate we analyzed data for 47,063
students; 51% were male and 49% female. When asked about satisfaction with
faculty mentoring, 81% of males verses 79% of females reported being
\"satisfied\" or \"very satisfied\" (p< 0.001). A higher
proportion of males reported faculty were helpful to students with academic
matters (60% versus 55%; p< 0.001) and with non-academic matters (58% versus
55%; p< 0.001) \"very often\" or \"always.\" Females were
less likely to be satisfied with faculty mentoring even after controlling for
participation in research with a faculty member and future research plans.
Discussions: This work serves as a needs assessment to encourage
individual medical schools to investigate their own gender-based cultures
regarding faculty representation and leadership to allow gender-equal
mentorship of all students.
CREOG & APGO Annual Meeting, 2020, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, CME, UME, Advocacy,
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Gaining Resident Buy-In: Three Year Follow Up of a Resident-Led Resident as Teacher Program
Purpose: To evaluate teaching culture in an OB/GYN residency
three years after the initiation of a Resident-Led Resident as Teacher (RLRT)
Background: In October 2016, a RLRT program was created to foster
the growth of clinician-educators by providing opportunities for direct instruction
of medical students, educational leadership and professional development.
Residents completing 25 hours of educational work are recognized as
Distinguished Resident Educators at graduation.
Methods: We reviewed end of clerkship evaluations of resident
teaching from July 2016 - June 2019. We also surveyed residents annually
regarding teaching skills and views of the RLRT program in October 2016-2018.
Chi-square and Kruskal-wallis testing were used for statistical analysis.
Results: For 2018-2019 academic year, 48% of medical students
strongly agreed that residents provided effective teaching compared to 30% in
2016-2017 (p< 0.01). Of 48 residents, 42 (88%), 34 (71%), and 30 (63%)
residents completed the survey in 2016, 2017, and 2018, respectively. In
2018, 93% of PGY1s and PGY2s intended to be recognized as Distinguished
Resident Educators, compared to 56% of PGY3s and PGY4s (p=0.02). Incoming
PGY1s in 2018 rated themselves higher on average in teaching skills than PGY1s
in 2016, specifically in making mini-lectures and guiding students to
evidenced-based medicine resources (p< 0.01). All of the PGY1s (100%)
in 2018 felt that the RLRT positively influenced their decision to join the
A RLRT program can strengthen the teaching culture by
increasing the effectiveness of resident teachers and aiding in recruitment of
residents interested in resident teaching.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Professionalism, Interpersonal & Communication Skills, GME, UME, Team-Based Learning,
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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
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.
CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, UME, Assessment,
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Developing Committed Resident Leaders: A Survey of the Obstetrics and Gynecology Administrative Chief Resident Experience
Purpose: To define the challenges and experiences of Obstetrics and Gynecology (OBGYN)
administrative chief residents (ACRs) and identify support needed to make them
Background: ACRs are integral to OBGYN residency programs, however little research has been
done on the experiences, training, and support of ACRs.
Methods: A Qualtrics survey was emailed to program coordinators at all 292 ACGME OBGYN
residency programs. Response styles included MCQs, yes/no, likert scales, and
short answer. Question topics included demographics, chief duties, support, and
experiences. Study participants were defined as current / past ACRs (2019-2020,
2018-2019) and program directors (PDs).
Results: Ninety two ACRs and 24 PDs received the survey, as confirmed by program
coordinators. Forty five surveys were completed (response rate 39%), including
38 (84%) ACRs and 7 (16%) PDs.
The majority (67%) were from academic programs with a median of six residents
and two ACRs per year. Forty-nine percent of respondents reported ACRs spend 4-7
hours per week on administrative duties. Eighty seven percent reported no
protected time. On a 10-point likert scale, mean perceived support from
faculty, PD, administration, and other residents was 6.8, 8.6, 7.1, and 7.5
respectively; however, mean stress level was 7.1.
Common challenges reported by ACR’s are conflict resolution and workload
management. Many ACRs felt they would benefit from formal leadership training
and protected time.
Discussions: These results summarize the experience of ACRs. Best practices and formal
training in identified challenge areas should be added to residency curriculum
and used to develop toolkits to support ACRs nationwide.
CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Residency Director, Residency Coordinator, Professionalism, Interpersonal & Communication Skills, GME, Assessment, Team-Based Learning,
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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
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
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.
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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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.
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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Teaching Cultural Humility To Medical Students By Building Cross-Cultural Patient Education Tools
Workshop Text: Cultural humility and cross cultural communication are
essential skills for medical students who will be called upon to translate
medically complex concepts and treatment plans to patients from diverse
backgrounds. This skill set, however, is
not often taught effectively during medical school. This workshop will demonstrate a method for teaching cultural humility to
medical students. Through the process of
designing and testing a cross cultural patient education model, the student
explores essential features and pitfalls of cross cultural education. Workshop
participants will design an abbreviated patient education tool based on a case
based scenario and engage in group discussion about the challenges involved.
Presenters will share a project that was used in three languages from
sub-Saharan Africa and another in Vermont and will discuss challenges from
their field work. An evaluation rubric will be provided.
define cultural humility and discuss best practices in cross cultural
Group Activity (10 mins) Using 1-2-4-all
format, discuss pitfalls of cross cultural communication demonstrated in an
excerpt from The Spirit Catches You and You Fall Down.
Breakout Activity/ Interactive component (30
mins) Small groups of participants will design a patient education tool for a
specific patient population based on a real life scenario.
Group Activity (15
mins) Discuss the process of designing a cross-cultural patient education tool
with respect to cultural humility.
Wrap up (5 mins)
rubric , Resource
guide with annotated bibliography
Faculty Development Seminar, 2020, Faculty, Clerkship Director, Patient Care, Professionalism, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, UME, Global Health, Advocacy,
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SERIOUS PLAY® Intermediate Level: Collaborative Play Using LEGO® Elements to Build a Dynamic Team
Objective/Background: LEGO® SERIOUS PLAY® (LSP) methodology deepens the reflection process. This tool encourages the culture of participation by flattening the hierarchy through narrative play. By creating the shared identity of a team through cooperative play, involved participants have a shared understanding of their team dynamics. Intermediate level of facilitation techniques will build upon last year’s and this year’s introductory concepts with new techniques that involve creating a shared team identity and role play in a landscape format using an individual’s narrative in a collaborative play environment.
Workshop Agenda: The workshop will re-introduce the concept of LSP, as needed. Simultaneously, the participants will have hands-on experience with the process itself. This workshop will expand upon the basic concepts of LSP by using the LEGO building challenges to create the team identity. Nota bene: Attendance of the SERIOUS PLAY® Introductory Level is not required but recommended. Certain basic concepts will be reviewed but its absence will not take away from this expanded experience.
Interactive Component: Participants will partake in the actual process of LSP, learning and experiencing first-hand how cooperative play encourages teambuilding and leadership development.
Take Home Product: Participants will receive a toolkit that will include an open-source manual to the LSP methodology via a hyperlink, an illustrated example of a teambuilding workshop design, and a handout with additional resources.
Quality & Safety, UME, GME, Interpersonal & Communication Skills, Professionalism, Residency Director, 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.
• 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.
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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Helping Medical Students Recognize the Effects of Their Biases on Patient Care
or Performance Objectives: Participants will identify implicit biases and
prejudices that impact clinicians’ interaction with patients. They will
discover tools to assist educators and learners to identify bias, to engage in
constructive discussions about implicit bias, and to thereby improve healthcare
Background: Emerging data
points to implicit racial bias as a cause of disparity in maternal health
outcomes between women of color and white women. The perceptions, and biases
healthcare providers formulate, based upon patients’ skin color, impact the way
we render care. Oftentime, we are unaware of the effects of our biases on the
clinical decisions we make. As multi-disciplinary teams work to eradicate these
disparities, we need to train healthcare providers to identify the effects of
their biases. Workshop agenda: This workshop will review recent findings
of implicit bias in healthcare, teach participants a mechanism for identifying
their own biases, and empower participants to train learners and faculty to
engage in interactive clinical scenarios, assigning patients to categories.
They will identify what implicit biases affect their choices. They will learn
facilitative language for clarifying biases, discover available resources for
identifying biases and updating attitudes and behaviors, and will receive a
Interactive component: Interactive
media usage during large group presentation. Categorization of patients. Small
group breakouts reviewing clinical scenarios and discussing challenges of
Take-home product: (1) Checklist of key components for implicit bias
identification, (2) Model for bias clarification activities for faculty and
learners, (3) Clinical scenarios.
Faculty Development Seminar, 2020, Student, Resident, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Patient Care, Professionalism, Interpersonal & Communication Skills, GME, UME, Problem-Based Learning, Team-Based Learning, Public Health, Advocacy,
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Get Laser Focused: Essentialism For The Medical Educator
Background: We cannot be effective advocates of wellness for our learners if we model dysfunctional patterns of work. Meditation, healthy eating, and yoga are great tools for managing our internal environment, but they are easily negated by mismanagement of our external environment. Studies show that avoiding burnout involves identifying purpose and meaning in our work. In this workshop based on Greg McKeown’s Essentialism participants will take a deep dive into the idea that, although we can’t do it all, we can choose what we do and don’t do. We will accept the notion that when we forfeit our right to choose someone else will choose for us, and we will take an essentialist approach to identifying our highest contribution and maintaining the discipline to eliminate work that takes our focus off that purpose.
Objectives: Explore your individual purpose by examining:
• What deeply inspires me?
• What am I particularly talented at?
• What meets a significant need in the world?
• Identify tradeoffs and choice associated with each of your current responsibilities.
• Practice strategies to gracefully eliminate non-essential work
• Introduction to Essentialism (10 minutes)
• Self-Inventory Activity (15 minutes)
• Guided Interpretation of Self-Inventory Activity (15 minutes)
• Small group reflection/discussion (20 minutes)
• Large group debrief, wrap up, questions and sharing of resources (15 minutes)
Take Home: Participants will leave with a clearer idea of their highest purpose, a plan for eliminating responsibilities that have distracted them from that purpose, and some techniques for gracefully saying no to new opportunities that are not essential to achieving their professional goals.
General Ob-Gyn, Lecture, CME, Systems-Based Practice & Improvement, Professionalism, Residency Director, Clerkship Director, Faculty, 2020, Faculty Development Seminar,
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Focus On Youterus: Using Art To Improve Teamwork, Communication and Professional Identity Formation
Background: Teamwork and communication among health professionals leads to improved patient outcomes, reduction in errors, improved patient satisfaction. Too often time is not provided within individual training programs to develop the knowledge, skills and behaviors associated with high performing teams. Development of a strong professional identity can lead to strong team leaders and team members. Over the course of this workshop, we will present a low cost simulation using art that can be used to achieve above mentioned goals
Objectives: Our objectives for this session are to:
• Discuss the increasing importance of teams and communication in medicine
• Discuss the role of professional identity in professional growth
• Perform a simulated team exercise using art
• Detail the numerous ways art can be used in medical education
Agenda/Interactive Component: The 75-minute workshop will include:
• Introduction to teamwork, communication, and professional identity and directions for the art simulation (Large group, 15 minutes)
• The large group will break into teams of 5-10 participants and each group will go through 1 of the following 3 group exercises (30 minutes):
o Team #1: Teamwork
o Team #2: Communication
o Team #3: Professional Identity
• Small groups will share their experience with the large group. (10 minutes)
• Large group will brainstorm other applications of this exercise. (10 minutes)
• Wrap-Up and questions (Large group, 10 minutes
Take-home Product: Participants will leave with one example of a fun, low-cost art simulation that can be adapted to many different situations that involve teamwork, communication, and identity formation.
Team-Based Learning, Simulation, UME, GME, Practice-Based Learning & Improvement, Interpersonal & Communication Skills, Professionalism, Residency Coordinator, Residency Director, Clerkship Director, Faculty, Resident, Student, 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.
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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