Using Student Interest Groups to Train Medical Students to Lead
Purpose: Medical student interest groups (SIG) serve as students’
introduction to medical specialties. The student leaders of these groups are
driven and demonstrate leadership ability early in their careers. Connecting
these student leaders with young physicians can improve specialty
matriculation, leadership among new residents, and foster mentorship in the
Background: The American College of Obstetrics and Gynecology
(ACOG) has leadership positions for residents, however, less for medical
students, who are encouraged to participate in meetings rather than
engage. SIG leaders have not been a focus of recruitment for ACOG,
however, these students are primed to become leaders in ACOG upon completion of
Methods: Prior to the 2017 ACOG’s Annual Clinical and
Scientific Meeting, we contacted medical students registered for the meeting to
identify any SIG leaders. A meeting was arranged for student leaders to meet
with several national representatives. The group of 17 students was introduced
to the structure and benefits of the organization and given training for
optimizing SIG function and efficacy. Through our survey, all students
appreciated the information about ACOG, ideas on how to improve their SIG, and
resources available through ACOG, rating it as just the right of information or
stated they would like to hear more.
Results: Sixty four percent were planning on establishing a
generic SIG email to improve communication with ACOG while 23% already had one.
When asked if they felt prepared to take the information back to their SIGs,
all students answered positively. Only three of the 17 students had read a
leadership book and all students said they would love to participate in a more
formal leadership training.
Discussions: Medical student leadership represents a natural group to
become future ACOG leaders. Given the barrier of contacting the SIG leaders, we
recommended establishing a generic email address for groups (eg OBGYNSIG@***).
All students wanted leadership training and to be involved in ACOG. In
conclusion, medical SIG leaders are an enthusiastic and untapped resource who
will become our colleagues. Connecting with student leaders at organizational
meetings secures future leadership and continued engagement after medical
CREOG & APGO Annual Meeting, 2019, Student, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Systems-Based Practice & Improvement, GME, Independent Study,
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The Residency Buddy System\': A Better Way to Encourage Laparoscopy Simulation Training?
Purpose: To determine if a “buddy-system” compared to independent
training increases laparoscopic simulation time amongst residents.
Background: Based on prior research, laparoscopic box-trainers
improve proficiency on surgical skills, however voluntary simulation time by
residents is traditionally low. We propose that a buddy system approach to
simulation will increase laparoscopic training time, and further improve
Methods: Thirty-two residents at a single obstetric and
gynecology residency program were consented for the study. Each
buddy pair was composed of a junior and senior resident. During the first half
of the 20-week study, 12 residents were randomly assigned a buddy while 20
remained solo. During the second half, solo-trainers were assigned
buddies and conversely buddies were made solo. Residents recorded check-in and -out
times electronically. (Assignments were provided via email at the beginning and
mid-way points; no other contact was made.) At the conclusion of the study
period a survey link was distributed.
Results: Six of the 32 residents (18.8%) attended simulation in
the 20-weeks, with an average time of 2 hours 14 minutes. In the solo-trainer
group, 1 resident checked in 3 times and 2 residents once. In the buddy group,
1 pair checked in together and 1 person checked in alone. Fifteen
residents (46.9%) completed the survey. Thirteen (86.7%) agreed they
accurately reported times; 1 was neutral and 1 never attended. All communicated
with their buddy monthly or less frequently, while 10 of them never
Discussions: Residents’ laparoscopic simulation time was dismal at our
program in this study. Dedicated mandatory simulation time may increase
CREOG & APGO Annual Meeting, 2019, Faculty, Residency Director, Medical Knowledge, CME, Independent Study, Minimally Invasive Surgery,
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Removing the Shelf Cutoff to Achieve Honors in the Clerkship Does Not Change Test Scores
Purpose: Purpose: To identify students’ performance on the NBME
subject examination changes when a minimum score requirement for Honors is
Background: Background: The NBME subject examination is used in
many obstetrics and gynecology clerkships as an objective measure of knowledge.
The exam score may be included in the calculation of a student’s final grade,
with a requirement to achieve a certain minimum score to be eligible for a
grade of Honors. At our institution, this cutoff was removed from the obstetrics
and gynecology clerkship in 2017.
Methods: Methods: Scores for the Obstetrics and Gynecology
subject examination at the University of Pennsylvania were compared between
2016 (the most recent year in which a cutoff was used) and 2017 (the first year
in which the cutoff was removed). Comparative statistical analyses were
performed, including mean, standard deviation, and Student’s T-test.
Results: Results: In 2016, 161 students took the NBME subject
examination, during which time a minimum score of 81 was required to be
eligible for a final grade of Honors. The mean score was 80.58 (range 61-93,
standard deviation 6.34). In 2017, the minimum cutoff requirement was removed,
and 163 students took the exam. The mean score was 80.42 (range 53-94, standard
deviation 6.38). The T-test result for comparison between the two means was
Discussions: Discussion: At this academic institution, the mean NBME
subject examination score did not change between the two years. Students
continue to study for the final exam when the minimum cutoff is removed.
CREOG & APGO Annual Meeting, 2019, Faculty, Clerkship Director, Medical Knowledge, UME, Assessment, Independent Study,
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Perioperative Complications Curriculum for the OB/GYN Resident: A Pilot Study
Purpose: To develop and implement a perioperative complications
Background: ACGME program requirements and milestones include
recognizing and managing perioperative complications.
Methods: Residents, Fellows, and Faculty were sent a needs
assessment survey, addressing satisfaction with baseline perioperative
complications curriculum and preferences for development of new
curricula. Additionally, Residents completed a knowledge pretest.
Over four weeks, Residents received weekly emails through the Qualtrics
software program linking to topic-specific materials, including interactive,
online case-based modules. A post-implementation survey was distributed
to assess Resident satisfaction with programming and to retest knowledge.
Results: With 75% (21/28) of Residents and 47% (40/86)
Fellows/Faculty completing the needs assessment survey, 95% (20/21) of
Residents and 90% (36/40) Fellows/Faculty reported dissatisfaction with
pretest mean score was 72% (40-90%, SD = 15).
online case-based modules were developed for topics including ureteral injury,
bowel injury, vaginal cuff dehiscence, and bladder injury. Curriculum
materials were successfully distributed on a weekly basis to all Resident
learners, as confirmed through the web-based software program.
module completion rates were 50%, 36%, 29%, and 18% for weeks 1-4,
percent of Residents completed the post-implementation survey, with 100%
reporting satisfaction with the online case-based modular curriculum.
Knowledge post-test mean score was 84% (SD = 15).
Discussions: A needs assessment confirmed poor satisfaction with baseline
perioperative complications curriculum. Web-based materials were
developed and distributed weekly to all Residents who successfully accessed the
4 developed modules. While post-survey responses were few, 100% of
responders reported satisfaction with the developed curriculum.
CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Professionalism, Practice-Based Learning & Improvement, GME, Assessment, Independent Study, Problem-Based Learning, General Ob-Gyn,
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P&S Partners in Pregnancy: A Longitudinal, Patient-Centered Program for Preclinical Students
Purpose: To develop a longitudinal clinical program pairing first-year
medical students with prenatal patients.
Background: Students who participate in early clinical,
longitudinal experiences report greater confidence in communication, comfort in
clinical settings, and self-esteem during transition to clerkship year.
However, few longitudinal experiences exist for preclinical students at
Columbia University Vagelos College of Physicians and Surgeons.
Methods: A retrospective needs assessment evaluating interest,
motivating factors, and perceived barriers to participation was distributed to
second-year students. In response, we developed a program pairing ten
first-year students with pregnant patients. Students partake in lectures and
accompany patients to prenatal visits. Initial perceptions about the
patient-physician relationship were assessed in both groups using the
Patient-Practitioner Orientation Scale (PPOS), with 1 indicating
“doctor-/disease-centered,” and 6 indicating “patient-centered.”
Results: 49% of students completed the needs assessment. 90%
reported that they would be at least “somewhat interested” in a longitudinal
prenatal pairing program. Motivating factors included desiring longitudinal
experience (87%), early clinical exposure (82%), and patient advocacy/community
engagement (78%). Our program was designed accordingly. All first-year students
were invited to apply; ten were accepted. At recruitment, mean student PPOS
score was 4.64 compared to 3.95 for patients.
Discussions: Students in early medical education are enthusiastic about
longitudinal patient experiences and demonstrate patient-centered mindsets.
Programs such as ours may help maintain and cultivate patient-centeredness,
with the potential to improve patient satisfaction(1) and create positive
attitudes towards medical student involvement.
E et al. Patient orientations of physicians and patients: the effect of
doctor-patient congruence of satisfaction. Patient Educ Couns 2000;
CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Patient Care, Medical Knowledge, Professionalism, UME, Independent Study, Team-Based Learning, Advocacy, General Ob-Gyn,
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Let\'s Get Jazzy: Career Preparedness in OB/GYN Residents; Assessing the Need, and Developing a Curriculum
Purpose: To assess the need for
a formal and structured curriculum focused on OB/Gyn resident career and
residents rely on mentors and resident colleagues to help determine their
career paths. Curriculum during residency in obstetrics and gynecology often
lacks an emphasis on preparing residents to enter the job field as practicing
physicians. Often physicians complete training with significant amount of
education debt. Some employment scenarios may have negative financial
implications. Residents need to be formally educated on the impacts changes in
research funding, the healthcare system, and insurance market play in their
career decisions. It is important to determine how to best prepare residents to
choose a career path.
administered a career curriculum needs assessment and a validated career
readiness survey, which included questions relating to mentorship, job search
strategies and opportunities, negotiation, and practice climate to 28
residents. The survey results determined the topics that were needed.
Results: 89% of
residents agreed it was important to learn about career paths during residency.
96% of the residents believed that a career-planning curriculum would be helpful.
89% thought it was important to have a career mentor. Overall, 67.9% of
respondents do not feel confident about their ability to negotiate a contract.
The majority of resident were not familiar with medical practice finance and
Discussions: The survey results were
used to inform curriculum for the academic year. Topics included career
mentoring and individual planning, negotiation, finance, and insurance.
Comparison of pre/post curriculum will be performed after 1 year.
CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Residency Director, Residency Coordinator, Professionalism, GME, CME, Lecture, Independent Study,
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Jazzy Tracking Curriculum Provides Music to the Ears of Innovative Educators in OB/GYN
Purpose: Share outcomes from an
innovative curricular approach to improving the training and skill of OB/GYN physicians
in an environment of decreased training hours
programs across the US are searching for ways to improve surgical experiences
in OB/GYN residencies with decreased training hours. In response, we developed
the first OB/GYN program to offer an innovative, flexible curriculum referred
to as “tracking.”
modified-Delphi method was initially used to develop the program and gain
faculty consensus for innovative curriculum change. Evaluation of the outcomes
of our 15 graduates between 2016-2018 includes job/fellowship placement,
subjective data and achievement of minimum requirements based on procedure
is consistently noted as a reason that candidates interview at our program. Our
residents have consistently exceeded minimal surgical requirements. Examples
are 2018 graduates had an average of 395 of 200 required SDEL (331-461,) 272 of
145 required CDEL (211-333,) and 61 of 20 required LHYST (41-100.) 2019
class had only AHYST and ISPF yet left to achieve at the beginning of year 4.
Of our 15 graduates, 9 (60%) have entered fellowship. All 6 of our PGY-4 class
are interviewing for fellowship.
Discussions: Flexible curricula,
such as tracking, offer an innovative approach to a changing climate of medicine.
The ability to offer flexible, focused training will produce graduates who
excel in all areas of OB/GYN while sharpening skills specific to their areas of
CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Professionalism, Interpersonal & Communication Skills, GME, Assessment, Independent Study,
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Evaluation of Knowledge Retention 3 Months After Completion of a Resident Menopause Curriculum
Purpose: Evaluate residents’
retention of menopause-based knowledge 3 months after completion of
self-administered modules that varied by menopause-related topic and format of
express discomfort managing menopause. Didactic teaching of this topic can be
tailored to learning style, which may influence retention and improve
cross-over study of Obstetrics and Gynecology and Family Medicine residents at
one institution over the 2017-2018 academic year. Residents were randomized to
a series of 3 PowerPoints, each < 30 slides, administered during protected
learning time. Each series contained 3 different subjects (Menopause Basics
(MB), Hormone Replacement Therapy (HRT), Genitourinary Syndrome of Menopause
(GSM)) delivered through 3 different presentation styles (typical presentation
(typical), pictures and a narration (pictures), and interactive to reveal
information (interactive)). Knowledge and comfort were assessed through
baseline, immediate post-exposure, and 3-month follow-up surveys containing 24
knowledge questions (multiple choice) and 10 comfort and satisfaction questions
(5-point Likert scale and multiple choice). Statistical tests were applied with
a p< 0.05 considered significant.
residents completed 3-month follow-up. Immediately post-exposure, knowledge and
comfort increased from baseline for all topics (p< 0.05). On 3-month
follow-up, the HRT topic demonstrated a sustained increase in knowledge
(p=0.047). The typical format of the GSM topic had significantly better retention
than the picture format (p=0.027). All formats were associated with a
significant increase in comfort (all p< 0.01).
post-exposure knowledge and comfort were universally improved by topic,
however, on 3-month follow-up retention varied by format and topic. Comfort in
managing menopause remained increased on follow-up.
CREOG & APGO Annual Meeting, 2019, Student, Resident, Medical Knowledge, GME, Assessment, Lecture, Independent Study, General Ob-Gyn,
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ADAPT: A Novel On-line Simulation Game That Promotes Knowledge of Maternal and Fetal Physiology Among Medical Students
Purpose: To evaluate
participation, satisfaction and knowledge acquisition with ADAPT, a novel
on-line simulation game designed to teach maternal and fetal physiology to
is a useful tool for engaging learners in subjects that prove time intensive,
contain unique concepts, terminology, or are difficult to recall, such as
anatomy and physiology. Gaming in medical education is in its infancy and data
regarding its effectiveness are lacking.
Results: A total
of 27 (28%) 2nd year medical students participated and completed pre/post-game surveys.
Average knowledge score significantly increased after game play (pre 76% +/-
13%; post 87% +/- 9%; p=0.001). Students also subjectively felt their
knowledge improved with 70% reporting improved knowledge and 33% improved
ability to manage pre-eclampsia. The majority (82%) would recommend this
method of learning to a colleague.
Discussions: The addition of ADAPT
to traditional lecture both objectively and subjectively improved knowledge of
pregnancy physiology. Although the majority felt it improved knowledge
and learning, the low levels of voluntary participation suggest that this
format may be less familiar or immediately appealing to students.
CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Clerkship Director, Residency Director, GME, Independent Study, Problem-Based Learning, General Ob-Gyn,
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A Randomized Trial to Improve Clinical Estimation of Fetal Weight Through Self-evaluations via Text Messages
Purpose: To evaluate if weekly text messages with self-evaluations
improve the accuracy of clinical fetal weigth estimation in OB GYN interns.
Background: Estimation of fetal weight by palpation is a basic and
very important skill that can influence the mode of delivery in laboring
patients. Research in this area has focused almost exclusively on clinical
factors that influence the accuracy of this method but little is known
about ways to improve this important skill. The purpose of this study is to
improve the accuracy of this estimation in OB GYN interns with a simple and
Methods: We randomized the incoming intern class to either an
intervention group that received weekly text messages with self-evaluations of
their weight estimations or a control group that received self-evaluations of
unrelated aspects of their performance. The primary outcome was accuracy of
weight estimates within 10% of the actual birth weight. A sample of 100
estimates for each group was calculated in order to find a 20% (40 to 60%)
difference. Chi-square was used to determine difference in proportions of this
outcome between the study groups.
Results: Clinical factors that could influence fetal weight
estimation by palpation (Age, BMI, cervical dilation, fetal weight
distribution, parity, and recent ultrasound) were similar between the groups
(P>.05). Accuracy in the intervention group was 63% vs 42% in the
control group (p<.05)
Discussions: The accuracy of clinical fetal weight estimates by OBGYN
interns can be significatively improved by reminding them to self-evaluate the
progression of their skills through text messages.
CREOG & APGO Annual Meeting, 2019, Resident, Residency Director, Patient Care, GME, Assessment, Independent Study, General Ob-Gyn,
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A Novel Approach to Improve Resident Research
Purpose: To improve the quality of resident research.
Background: Over the past decade, scholarly activity has become
more defined and outcomes-based. For years, residents have completed research
projects that did not always fulfill the ACGME defined categories of
publications (with PubMed IDs) or abstracts/presentations/posters (given at
international, national, or regional meetings.) After assessing barriers to
meaningful research, a formal strategy was developed to tackle obstacles to
productive research; perceived lack of support, knowledge and motivation.
Methods: Residents began their research projects in their PGY2
year and received support and guidance from a medical editor and 2 faculty mentors.
A formal program consisting of both a didactic curriculum (6 lectures) on
research/statistical techniques and scheduled, bimonthly, mandatory meetings to
assist with study design, IRB submission and presentations was developed.
Throughout the research projects, a clear expectation of submission of the
abstracts to selected national/regional meetings was made, and if accepted,
residents were rewarded with financial subsidy to attend the conference.
Results: In 2016, 50% of resident research projects (3 of 6
projects) were accepted at national and regional meetings and in 2017, 70% (7
of 10 projects) were accepted. After instituting a comprehensive didactic,
support and reward program, the number of research projects that were presented
at meetings increased by 133%.
Discussions: Implementing a scholarly activity approach that addresses
issues of support, motivation and knowledge shows promise to improve quality of
research. Further study is needed to make scholarly activity a more rewarding
and productive part of residency.
CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Residency Director, Medical Knowledge, Professionalism, GME, Independent Study,
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“I’d Like to Thank the Academy”…Reflections on Our Inaugural Fellows Academy
Purpose: To create a department-wide Fellows Academy to provide senior
trainees with an inclusive educational forum, inter-divisional mentorship,
networking opportunities and wellness activities.
Background: Fellows in the final stages of training can often
become siloed within divisons as they narrow their scope of practice. We
created a Fellows Academy to bring together fellows across sub-specialties to
discuss common issues as they prepare for independent practice and to enhance a
broader sense of community within our department.
Methods: We conducted an initial needs assessment survey to
determine interest, meeting frequency, and topics of interest. In
response, we planned three talks for the year - one on malpractice and one
about preparing for a job interview - both requested by 80% of respondents.
We also included a joint wellness session with residents about writing a
condolence letter to a patient or her family. Fellows evaluated each
individual session as well as the overall program.
Results: \"48% of fellows completed the needs assessment.
70% felt that a Fellows Academy would be beneficial to their training and 30%
were unsure. Evaluations of the individual events were extremely
positive. All three sessions received a mean rating 5.0 out of 5.0.
Representative comments included, “thanks for organizing - this was a great and
under-addressed topic” and “moving
Discussions: helpful exercise”. At the conclusion of the academic
year, 100% of respondents felt that the Fellows Academy should be
CREOG & APGO Annual Meeting, 2019, Resident, Residency Director, Residency Coordinator, Patient Care, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, Independent Study,
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Spicing up Scholarly Productivity: Impact of a Structured Resident Research Program
Purpose: To evaluate whether implementation of a structured resident
research program improved scholarly productivity at an academic obstetrics and
gynecology (OB-GYN) program.
Background: The Accreditation Council for Graduate Medical
Education requires resident participation in scholarly activity. Since
the 1970s, OB-GYN residents at University of Colorado (CU) have been required
to complete a research project. Starting with the graduating class of
2016, the CU OB-GYN program appointed two Assistant Program Directors of
Resident Research who instituted a formalized research program including
didactics, timelines, detailed protocol review, an expectation of manuscript
submission, and an internal grant funding mechanism.
Methods: We compared scholarly productivity related to the
required resident research projects for the graduating classes of 2012-2014
(before program implementation) and 2016-2018 (after implementation). Two
investigators independently searched for abstracts presented at national
meetings, grants received, and publications using PubMed and Google search
engines. We also confirmed with the resident or mentor. We compared
the proportion of residents who had an accepted abstract or manuscript for
their research projects using Fisher’s exact test.
Results: Fifty-four residents were included; 27 before and 27
after program implementation. The proportion of residents who had oral
presentations at a national meeting remained the same (11%), whereas those with
an accepted poster presentation increased from 44% to 89% (p=0.001). The
proportion who had manuscript publication increased from 26% to 59%
Discussions: A formalized, structured research curriculum resulted in improved
scholarly productivity. Our experience can guide other programs faced
with the challenge of improving resident scholarly activity and output.
CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Residency Director, Systems-Based Practice & Improvement, GME, Independent Study,
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Video Curriculum for Gynecologic Surgery
evaluate the efficacy of a surgical video curriculum versus standard learning
throughout the rotation.
Background: With decreasing surgical volume, training time restrictions, and more
routes to approach individual cases, efficient and effective tools for surgical
learning are essential. We developed
several videos teaching pelvic anatomy and steps of common gynecologic
Methods: The video curriculum was presented to alternating groups of students
completing their OBGYN clinical rotation compared with standard rotation
exposure. Participants knowledge of relevant anatomy and surgical steps was
assessed at baseline, the rotation end, and immediately after exposure in the
video group. Mean score assessment scores, overall impressions, and learning
preferences were evaluated.
Results: All 42 participants had similar training, case exposure, and baseline
scores. At the end of the rotation, the
mean rotation-end scores were 34% and 46% for control and video groups
(p=0.005), and the difference remained significant when corrected for baseline
score (p=0.012). The mean post-test score rose to 49% compared to a baseline
mean of 25% (p<0.001). Seventy-four percent of participants preferred video
over text, 86% reported the series was a useful educational tool, 90% would use
the videos for case preparation, and 55% felt more engaged during surgery.
Discussions: The video
series improved students’ performance on assessment of anatomy and surgical
steps. Overall impressions of the video series were positive and most students
reported they preferred video to text format.
Moving forward, videos like these can be used and examined as adjunctive
tools for acquisition of specific surgical knowledge and skills.
CREOG & APGO Annual Meeting, 2018, Student, Resident, Faculty, Clerkship Director, Medical Knowledge, GME, UME, Independent Study, Minimally Invasive Surgery,
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Improvement in CREOG Scores Through Focused Review Sessions
determine if focused review sessions lead to improvement in CREOG scores.
Background: In 2013, faculty at the University of Kentucky developed a Gynecologic
Oncology (GYO) review aimed at improving resident scores.
Methods: Each year, residents voluntarily participated in five review sessions on
major topics in GYO. Sessions consisted
of a pre-test (approximately 15 questions) followed by a discussion that
emphasized the key concepts for that subject. From 2014-2017, GYO scores were
compared between residents who attended (A) over 50% of the sessions and those
who did not (NA). Scores from 2010-2013 were collected as a control group (C).
SAS (9.4) was used to analyze the data via ANOVA with repeated measures and
least square difference pairwise comparisons. Significance was defined as p
Results: Data was collected on 153 tests from 55 residents (80 from 2010-13 and 73 from
2014-17). The mean scores for GYO and overall test increased with each resident
year (p<0.0001). Attendance revealed a statistically significant improvement
on GYO scores when compared to NA (p=0.0001) and C (p=0.0008). There was
no difference between C and NA (p=0.3875). Those who attended also scored
significantly higher on overall test scores compared to NA (p=0.0002). There
was no difference between A and C (p=0.1747). For those residents who attended
multiple years of review sessions, there was no significant improvement in GYO
or overall scores compared to less frequent attendees.
findings support the hypothesis that focused review sessions improved resident
comprehension as reflected by CREOG scores.
CREOG & APGO Annual Meeting, 2018, Resident, Faculty, Residency Director, Medical Knowledge, GME, Assessment, Lecture, Independent Study, Gynecologic Oncology, General Ob-Gyn, CREOG & APGO Annual Meeting, 2018, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, Advocacy, General Ob-Gyn,
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Improved Strategies for Teaching Surgical Skills to Medical Students: Simulation and Beyond
a curriculum to optimize surgical skills and to increase operating room (OR)
opportunities for medical students.
Background: Simulation-based strategies for teaching surgical skills are evolving.
Using an innovative task trainer, we compared one-on-one deliberate practice to
video-based self-guidance in the performance of two-handed knot tying and
subcuticular suturing during the OBGYN clerkship.
Methods: A randomized prospective trial compared two groups of third year medical
students in the same clerkship rotations. Group A received one-on-one
deliberate practice undergoing three sessions with an instructor and Group B
received unlimited access to video-based self-guided practice over six weeks.
At the end of the clerkship, surgical performance was assessed using the
validated checklist. Self-reported data regarding OR experience was collected
using a specifically designed phone application.
Results: Fifty-nine students participated in the study. Group A demonstrated a
statistically significant improvement in two-handed knot tying and subcuticular
suturing in pre-post assessments (knot-tying +4.34, p<0.001; suturing +19.4,
p<0.001). Group B demonstrated a statistically significant improvement
(knot-tying +6.03, p<0.001; suturing +22.3, p<0.001). No significant
differences were found between groups in overall knot-tying (p=0.13), suturing
(p=0.14), hours practiced (p=0.90), or number of OR cases (p=0.49).
Discussions: The use
of simulation significantly improved surgical skills for all students from
baseline. No differences were found between one-on-one deliberate practice and
video-based self-guided practice. Both instructional strategies provided equal
efficacy in teaching surgical skills and optimizing surgical performance for
students during the OBGYN clerkship.
CREOG & APGO Annual Meeting, 2018, Student, Resident, Faculty, Clerkship Director, Patient Care, GME, Simulation, Independent Study, General Ob-Gyn,
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“On-the-Go” Training: Downloadable Modules to Educate Students in Care for Sexual Assault Survivors
innovative approach to train students to provide trauma-informed care for survivors
of sexual assault (SA) through independent learning.
Background: All medical providers encounter patients who have experienced SA, and can
have significant impact on survivors; long-term health. Training medical
students to provide appropriate, trauma-informed care is lacking in most
medical school sexual health curricula. Appealing to the millennial learner, we
developed three downloadable video/podcast-style modules for on-the-go use.
Methods: We worked with interdisciplinary experts in trauma-informed care to
develop modules on interviewing patients with recent and distant history of SA
and acute medical management. The study group was a cohort of interested
medical students. Students completed pre- and post-tests assessing knowledge,
and a paired t-test evaluated overall change in knowledge test scores. Students
responded to a Lichert-style question on self-reported comfort caring for this
population, and responses were analyzed with a chi-square test.
Results: Thirty-two medical students spanning all years beta-tested the modules and
97% completed the study. Overall, student knowledge scores improved 20% (95%
CI=16%-23%, p<0.0001). After completing the curriculum, students reported a
significantly improved comfort level (p=0.0250). Students enjoyed the learning
format and reported the modules enhanced their education (72-88%) and were
appropriate for their education level (69-97%).
completion of modules, students demonstrated improved knowledge and reported
increased confidence in caring for this patient population. These modules seek
to empower students to step beyond screening in their care for patients with
sexual trauma history. Future directions include publication of existing
modules and expansion of the module library.
CREOG & APGO Annual Meeting, 2018, Student, Clerkship Director, Clerkship Coordinator, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, UME, Lecture, Independent Study, Standardized Patient, Advocacy, General Ob-Gyn, Sexuality,
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Surfing the Curriculum by Flipping the Classroom
This round table will discuss how flipping the classroom can maximize
student-learning outcomes. Specifically, this curriculum design has been found to improve
knowledge procurement and learner satisfaction in the clinical experiences (Morgan 2014, Belfi
2015). The facilitator will discuss how the Ob/Gyn clerkship curriculum can be flipped to
maximize the medical student time spent with faculty educators. Attendees will discuss how
they can design a flipped lesson that incorporates activities for both in and out of the classroom
activities. Finally, participants will receive resources to help with flipping the classroom.
Faculty Development Seminar, 2019, Clerkship Director, Residency Director, Medical Knowledge, UME, Independent Study,
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Finding Tomorrow’s Sunshine: Developing the next generation of medical educators
Near-peer teaching (NPT) is commonly used in medical education for pre-clinical didactics, large
and small group sessions and clinical skills. Junior learners consistently report NPT contributes
to a supportive learning environment, better quality feedback and mentoring. Traditional NPT
programs assume natural teaching ability, and limit tutor involvement to direct teaching roles
with little instruction as educators via formal instruction in educational theory, teaching
techniques, or other aspects of pedagogy. Teaching experiences are usually short-term and may
not contribute to students’ development as educators.
Providing students with a longitudinal course in medical education may help to develop future
medical educators. Additionally, observed teaching experiences with a longitudinal preceptor
may help students to hone their teaching skills.
Participants will engage in exercises to develop longitudinal near-peer teaching programs for
their home institutions. We will explore opportunities and challenges from the perspective of
junior learners, near-peer tutors, and faculty. Participants will be able to identify and discuss
the needs of NPT’s for pedagogical development.
Icebreaker (5 min)
Share Best/Worst Peer teaching experiences
Review of Literature (7 min)
Activity 1: Design a NPT experience (12 min)
Participants will design a NPT for one of several types of learning scenarios: procedures, case based learning, ambulatory and clinical learning
Report out (7 min)
Activity 2: Curricula for NPT (12 min)
Participants will discuss what elements of education theory, curriculum development and other
aspects of medical education are most valuable to NPTs
Report out (5 min)
Activity 3: Pitfalls (12 min)
Participants will troubleshoot potential difficulties inexperienced teachers face and how to
prepare new teachers for difficult situations.
Report out (7 min)
Discussion of Toolbox Resources (10 min)
Small group discussions of challenges and opportunities of NPT.
Take home Product
Participants will receive a curriculum outline for a longitudinal medical education course
for their home institution.
Keywords: Near-peer teaching; longitudinal medical education; curriculum development;
Faculty Development Seminar, 2019, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, UME, Independent Study, Team-Based Learning,
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Hacking Health Education: An Open Source Makeover for the Healthcare Curriculum
As medical educators seek out innovative ways to engage learners, there are increasing
electronic resources available – videos, podcasts, presentation slide sets, and journal articles. As one
busy educator creates new content, another may be inadvertently doing the same thing at a different
institution. Such duplicated effort can be both frustrating and limiting.
Leveraging lessons learned in other industries, we can encourage educational collaboration across
institutional and regional boundaries. In this workshop, we will apply open-source principles in medical
education using readily available web-based tools. Participants will convert their own slide set
presentation into an online module complete with references, attachments, and optional audio and
video that can be accessed anywhere.
Team-Based Learning, Problem-Based Learning, Independent Study, UME, CME, GME, Interpersonal & Communication Skills, Systems-Based Practice & Improvement, Residency Director, Osteopathic Faculty, Clerkship Director, Faculty, 2018, Faculty Development Seminar,
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