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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

 

Background: Residency 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.”   

 

Methods: A 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 logs.

 

Results: Tracking 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 interest.

Topics: CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, Professionalism, Interpersonal & Communication Skills, GME, Assessment, Independent Study,

General Information


Keywords
Intended
Audience
Student,Resident,Faculty,Osteopathic Faculty,Residency Director,Residency Coordinator,
Competencies
Addressed
Medical Knowledge,Professionalism,Interpersonal & Communication Skills,
Educational
Continuum
GME,
Educational
Focus
Assessment,Independent Study,
Clinical Focus

Author Information

Vicki Reed, MD, The Cleveland Clinic; Jonathan Emery, MD; J Eric Jelovsek, MD MMEd; Ruth Farrell, MD, MA

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