Curriculum In Obstetrics Research Articles

Accuracy, Quality, and Misinformation of YouTube Abortion Procedural Videos: Cross-Sectional Study.

The internet is often the first source patients turn to for medical information. YouTube is a commonly used internet-based resource for patients seeking to learn about medical procedures, including their risks, benefits, and safety profile. Abortion is a common yet polarizing medical procedure. People interested in obtaining an abortion are likely to use the internet to learn more about abortion procedures and may encounter misinformed and biased information. This is troubling as information found on the internet can significantly alter perceptions and understanding of these procedures. There is no current research that evaluates the accuracy, quality, and misinformation of instructional abortion videos available to patients. The purpose of this study was to assess if any given video can deliver accurate and quality information about this topic in an unbiased manner and to assess the level of factually incorrect, distorted, or medically irrelevant information in any given video. Procedural methods of abortion were queried on YouTube on August 22, 2022. The videos were screened with strict exclusion criteria. Videos were categorized into "video slants" based on the language and attitudes expressed in each video. Video accuracy was calculated using the Surgical Curriculum in Obstetrics and Gynecology (SCOG) checklist for each corresponding procedure. Video quality was calculated using the Laparoscopic Surgery Video Educational Guidelines (LAP-VEGaS) criteria. The level of misinformation was assessed with the evidence-based Anti-Choice Rubric, which scores the amount of factually incorrect, distorted, or medically irrelevant information in each video. A total of 32 videos were analyzed and categorized into 3 "video slant" groups: neutral (n=23, 72%), antichoice (n=4, 12%), and prochoice (n=5, 16%). Using the SCOG checklist, neutral videos had the highest median accuracy (45.9%), followed by antichoice videos (24.6%) and prochoice videos (18.5%). None of the videos met the LAP-VEGaS quality control criteria, (score>11, indicating adequate quality). Neutral videos had a median score of 8.8 out of 18, with antichoice videos scoring 10.75 and prochoice videos scoring 6.2. Using the Anti-Choice Rubric, neutral videos mentioned only 1 factually incorrect piece of information. Antichoice videos mentioned 12 factually incorrect pieces of information, 8 distortions, and 3 medically irrelevant pieces of information. Prochoice videos did not mention any of the 3 themes. Using the SCOG checklist, the accuracy of instructional videos were inconsistent across the 3 identified "video slants." Using LAP-VEGaS criteria, the quality of educational videos were also inconsistent across the 3 "video slants." Prochoice videos had the lowest level of misinformation, with no mentions of any of the 3 themes. Antichoice videos had the highest levels of misinformation, with mentions in all 3 themes. Health care professionals should consider this when counseling patients who may watch YouTube videos for information regarding abortion procedures.

Successful Implementation of the AIUM Standardized 4-Year Residency Ultrasound Curriculum in Obstetrics and Gynecology: Lessons Learned and Way Forward.

Significant disparities in sonographic education exist in Obstetrics and Gynecology programs in the United States. To address the lack of standardization in ultrasound teaching, the American Institute of Ultrasound in Medicine (AIUM) assembled a multi-society task force in 2018 that resulted in the publication of a Consensus Report outlining a standardized ultrasound curriculum and competency assessment. The primary objective of the study was to implement the AUIM standardized curriculum within an Obstetrics and Gynecology residency program at a tertiary medical center, and report on the early implementation experience. The secondary objective was to assess current national practices in ultrasound training in Obstetrics and Gynecology residency programs. Study design was an effectiveness-implementation hybrid study of a structured ultrasound educational program based on the 2018 AIUM Consensus Report. The theoretical portion of the curriculum consisted of 26 hours of didactic lectures distributed over 4 years. For the practical component, residents received instruction from faculty and sonographers and independently acquired the required images as part of their regular clinical work. Simulator app access was also provided for additional opportunities to practice and acquire images. Deidentified images for the required competencies were uploaded to a WhatsApp group for review. Theoretical knowledge was assessed with a series of multiple-choice exams. Practical skills were assessed through grading of images submitted through WhatsApp as well as direct observations of resident scans. At the completion of 4 years, the assessment of both theoretical knowledge and practical skills was carried out using the ISUOG Basic Training Examination. National patterns in the area of ultrasound education were assessed with a four-question electronic survey of Obstetrics and Gynecology program directors in the United States. Analysis of both portions of the study was primarily descriptive. Four Obstetrics and Gynecology residents completed the curriculum spanning postgraduate years 1 through 4. The number of competencies completed ranged from 7 to 19 out of 41. All of the residents passed the theoretical and practical components of the ISUOG Basic Training Examination. For the residency program director survey portion of the study, response rate was 20% (59 of 290). Among the respondents, 55.9% reported having a structured curriculum and 34.4% reported implementing the AIUM curriculum. The two most commonly cited obstacles to implementation of structured ultrasound teaching were uncertainty with how to start the process (49.2%) and lack of faculty engagement (49.2%). Implementation of the AIUM Curriculum within the framework of an Obstetrics and Gynecology residency program at a tertiary medical center is feasible. In our experimental group, completion of the curriculum resulted in passing of an internationally recognized validated assessment. Obstacles to implementation in our program included a wide range of engagement and participation among residents, and limited opportunities to obtain some of the required competencies. Identification of obstacles to implementation from the perspective of residency program directors is critical for developing targeted approaches to ensure widespread implementation. Successful standardized validated sonographic training of graduating Obstetrics and Gynecology residents is crucial for this operator-dependent modality that has tremendous implications on patient safety and clinical care.

Need for formalized robotic training and curriculum in obstetrics and gynecology residency: an examination of current resident outlooks and perspectives

The objectives of this study were to evaluate current robotic surgery training methodologies for ACGME-accredited obstetrics and gynecology (OB/GYN) residency programs, better understand current resident perspectives, and explore potential areas for improvement within resident education. A cross-sectional study was done of ACGME-accredited OB/GYN residents in the 2023–2024 academic year. The study was done on a national setting via web-based survey. 75 surveys were included. The study was conducted via a 33-question survey study using a mixture of multiple choice, multiple answer, and Likert scale questions. Participants noted that 98.7% of their institutions perform robotic surgery and 90.7% have access to robotic console trainers. Outside of the operating room, slightly more than half of participants (57.3%) have formalized robotics training curriculums. A variety of training modalities were noted to be utilized by residents with the most helpful being hands-on training (67.7%) followed by dual-assist console (45.6%). The least helpful was noted to be online modules (58.7%). Most residents either strongly agree (45.3%) or agree (36.0%) that standardized robotics curriculums should be implemented for all OB/GYN residency programs. The largest barriers to completion of this training were noted to be attending comfort with resident participation in the case (74.0%), personal time (58.9%), and availability or access to trainers (42.5%). A formalized and standardized robotic training curriculum should be considered for OB/GYN residents with a multi-modal model utilizing a combination of training modalities as well as dedicated didactic hours.

A common curriculum in obstetrics and gynecology for medical students globally.

Global variations in women's health outcomes, increased international migration, and an increase in the number of medical schools underpin the need for global standardization in obstetrics and gynecology curricula for medical students. However, there are currently no recommendations regarding the content of a common curriculum. The aim of this project was to agree the objectives for a common curriculum in obstetrics and gynecology for medical students globally. The curriculum was developed and agreed by an international taskforce of obstetricians and gynecologists. Published curricula for medical students in a variety of regions globally were reviewed and discussed, and the objectives for a common curriculum in obstetrics and gynecology for medical students were agreed by consensus. The content of the proposed curriculum is classified into three domains: clinical skills, professional behaviors, and knowledge. The recommended curriculum covers health conditions that affect women globally in different social and cultural contexts, and addresses important global health issues of relevance to obstetrics and gynecology. The methods and outcomes of a project by an international taskforce of obstetricians and gynecologists to develop a common curriculum in obstetrics and gynecology for medical students globally are presented. More work is required to identify ways in which the curriculum may be adapted to a minimum essential required curriculum in times of man-made or natural disasters. Achieving these will facilitate the intended long-term aims of this curriculum, to improve women's health outcomes globally.

Evaluating the basics: development and implementation of a gynecologic surgical simulation curriculum for obstetrics and gynecology residents

Evaluating the basics: development and implementation of a gynecologic surgical simulation curriculum for obstetrics and gynecology residents

A Medical Student Obstetric Curriculum Consisting of Online Modules and a Normal Spontaneous Vaginal Delivery Simulation Exercise.

In many medical schools, students are exposed to obstetrics for 2 weeks during the third-year obstetrics and gynecology clerkship. Hence, the purpose of this study was to evaluate the effectiveness of a curriculum combining online obstetric modules and a normal spontaneous vaginal delivery (NSVD) simulation on medical student knowledge and comfort pertaining to obstetrics at the start of the clerkship. Students completed the curriculum at the start of the clerkship. They completed questionnaires before and after each module and the simulation. The questionnaires assessed knowledge, management comfort level, and satisfaction with module/simulation. Comfort level and satisfaction scores were based on a 1-5 Likert scale (1 = very uncomfortable/unfavorable, 5 = very comfortable/favorable). Satisfaction scores for online modules were compared with those for a historical cohort of traditional lectures on the same topics. Students also rated satisfaction with the curriculum. Sixty students participated. Mean knowledge and comfort scores significantly increased from 7.2 to 9.2 (P < .001) and from 2.7 to 3.9 (P < .001) before and after the modules, respectively. Although satisfaction scores for traditional lectures were significantly higher than for online modules (4.7 vs. 4.4, P < .001), online modules were still favorably received. Mean satisfaction score for the NSVD simulation was 4.8. Overall, satisfaction score for the curriculum was 4.5. An obstetric curriculum consisting of online modules and simulation significantly increases medical student learner knowledge and comfort and is associated with a high level of satisfaction.

(190) Lasting Impact of a Peer-to-Peer, Longitudinal Reproductive Psychiatry Curriculum for Obstetrics and Gynecology Residents: An Update on Resident Knowledge, Attitudes, and Comfort

(190) Lasting Impact of a Peer-to-Peer, Longitudinal Reproductive Psychiatry Curriculum for Obstetrics and Gynecology Residents: An Update on Resident Knowledge, Attitudes, and Comfort

Exploring the implementation of a trauma-informed care curriculum in obstetrics and gynecology residency

The purpose of this research is to evaluate the current knowledge and understanding of Trauma Informed Care (TIC) amongst OBGYN residents in Canada and establish whether there is a need for formal educational programming in TIC for OBGYN residents.

Are There Video Characteristics That Improve the Accuracy and Quality of Ob-Gyn Procedural Videos? [ID: 1376966

INTRODUCTION: YouTube has emerged as a common resource used by ob-gyn residents to learn procedural skills. There has not been any research conducted that examines the relationship between video characteristics and the quality and accuracy of ob-gyn procedural videos. The purpose of this study was to assess whether YouTube video metrics, including number of likes, views, channel subscribers, geographic location, and organizational affiliations, can be used to gauge the quality and accuracy of ob-gyn procedural videos. METHODS: Using American College of Obstetricians and Gynecologists (ACOG) surgical curriculum topics, we conducted a search query into YouTube and sorted by relevance. Screening criteria were used to exclude videos. We then recorded video characteristics and scored the videos using the Laparoscopic Surgery Video Educational Guidelines (LAP-VEGaS) video assessment tool for quality. Additionally, we scored videos for accuracy by comparing them to the ACOG Surgical Curriculum in Obstetrics and Gynecology (SCOG) checklist. RESULTS: Of the 306 videos analyzed, number of likes, views, channel subscribers, and geographic location were not of high quality with LAP-VEGaS scores less than 11. The number of likes, views, and channel subscribers were not significantly associated with LAP-VEGaS or SCOG accuracy. There was a significant difference in LAP-VEGaS score and SCOG accuracy with international health care organization/specialty society with P values of .004 and .001, respectively. CONCLUSION: Of the characteristics studied, number of likes, views, and channel subscribers, and geographic location did not have a statistically significant difference in accuracy of educational value. Only association with international health care organizations/specialty societies was significantly associated with an increased LAP-VEGaS, indicating increased quality of video and increased percent accuracy by ACOG standards.

Did the Initiation of ACOG Surgical Curriculum Affect Accuracy of Videos Published on YouTube for Ob-Gyn Resident Education? [ID: 1374093

INTRODUCTION: The purpose of this study was to assess the accuracy of open-access online obstetrics and gynecology procedural videos to the ACOG Surgical Curriculum in Obstetrics and Gynecology (SCOG) and its educational value. YouTube is commonly used as an easily accessible resource for education and surgical preparation. There is no current research that evaluates instructional videos for educational usefulness across multiple obstetric and gynecologic procedures. Given the rigorous workload of residents and the fact that they are already relying on these videos, despite the lack of known quality control, this study was designed to develop an efficient way to determine whether any given video can deliver quality information that is useful for building surgical skills. METHODS: The SCOG topics were entered into YouTube search queries. The resulting videos were screened with strict exclusion criteria. The percent accuracy of each video was calculated as compared to the SCOG checklist for the corresponding procedure. RESULTS: Three hundred six videos were analyzed and categorized into six groups: private practice/independent physicians (n=127), academic institutions (n=70), commercial companies (n=50), nonacademic institutions (n=32), international health care organizations (n=20), and other (n=7). Using the SCOG checklist, videos produced by international organizations had the highest percent accuracy at 50.6% followed by academic institutions at 45.8%. CONCLUSION: Using the SCOG checklist, there is a significant variance in the accuracy of educational videos depending on the associated publishing organization. Ob-gyn residents should be mindful of publishing organizations on YouTube videos to ensure they are learning from accurate content in line with SCOG.

What Is the Accuracy of YouTube Abortion Procedure Videos for Reliable Informational Content Based on Their Societal Bias? [ID: 1379766

INTRODUCTION: YouTube is commonly used as an easily accessible online resource for patients seeking to learn about medical procedures, their safety, and their risks. Abortion is a common yet polarizing medical procedure. There is no current research that evaluates the accuracy of instructional videos available to patients. Given the reliance of information gathered on the internet to inform medical decision making, this study was designed to assess whether any given video can deliver accurate information about this topic in an unbiased manner. METHODS: Surgical methods of abortion were used as a search query into YouTube. The videos were screened with strict exclusion criteria. The percent accuracy of each video was calculated as compared to the Surgical Curriculum in Obstetrics and Gynecology (SCOG) checklist for the corresponding procedure. RESULTS: Thirty-two videos were analyzed and categorized into three “video slant” groups: neutral (n=23), anti-choice (n=4), and pro-choice (n=5). Using the SCOG checklist, neutral videos had the highest average accuracy percentage of 45.9%, anti-choice videos 24.6%, and pro-choice 18.5%. CONCLUSION: Using the SCOG checklist, the accuracy of instructional videos were inconsistent across the three identified “video slants.” Patients should consider this when accessing YouTube videos for information regarding abortion procedures.

A literature review and proposed framework for a core curriculum in obstetrics and gynecology for medical students globally.

There have been challenges in deciding the curricular content in obstetrics and gynecology (Ob/Gyn) for medical students because the core knowledge, competencies, and duration of Ob/Gyn clerkships, varies widely by country. To investigate current recommendations for Ob/Gyn curricula for medical students globally, in a rapid review of the literature and websites of a selection of medical schools. A targeted search of selected databases (PubMed and Google Scholar) using relevant key words and a search of university websites. Studies that applied to medical or undergraduate students in Ob/Gyn. A standardized extraction form on Microsoft excel to extract and chart data. We identified recommendations from national professional bodies (Royal College of Obstetricians and Gynaecologists, Royal Australian and New Zealand College of Obstetricians and Gynaecologists, Association of Professors of Gynecology and Obstetrics, and the Turkish-National Core Curriculum), and descriptions from five university websites. We also identified additional objectives, including teaching on intimate partner violence, health priorities in low- and middle-income countries, and a variation in practical skills recommended. Fitting all the recommended curricula content into medical student Ob/Gyn clerkships is a challenge. A framework to address this, for consideration by the International Federation of Gynaecology and Obstetrics and other stakeholders, is proposed in which priority is given to topics related to emergency Ob/Gyn, history taking, and examination of the pregnant and non-pregnant patient.

Multidisciplinary Education: Piloting an Unconscious Bias-Maternal Mortality Curriculum in Obstetrics [A63

INTRODUCTION: Racial and ethnic minority women are vulnerable to biases which can limit timely delivery and quality of care. Unconscious bias training (UCB) is recommended by the American College of Obstetricians and Gynecologists, the Council on Patient Safety, and the Tennessee Maternal Mortality Committee to potentially reduce provider bias and racial/ethnic health disparities. METHODS: We piloted a virtual 90-minute UCB-Maternal Mortality (MM) curriculum to empower obstetrics and gynecology providers to: (1) understand the science of unconscious bias, and (2) recognize racial/ethnic disparities in obstetrics. Utilizing didactic videos and small-group discussion, participants were expected to identify: (1) the role of bias in decision-making, and (2) equitable strategies to reduce disparate outcomes for women with preeclampsia. Pre- and-post-test surveys were used to assess knowledge regarding UCB-MM and intent to change current practices. Vanderbilt University Medical Center Institutional Review Board approval was obtained. RESULTS: Eleven workshops were conducted at four hospitals from May to July 2021. A total of 229 faculty/trainees, nurses, and staff attended workshops. Post-workshop survey respondents were significantly more likely to recognize a framework for mitigating bias (P=.0142). Ninety-seven percent of posttest respondents reported they will adopt/modify a strategy when communicating with patients from different cultures/backgrounds/languages after workshop completion. No significant differences in pre- and post-workshop knowledge regarding healthcare disparities in MM were identified. Protocol adherence, education, and patient follow-up were identified as strategies to reduce disparities during the management of preeclampsia. CONCLUSION: Further study is necessary to determine efficacy of the MM education delivered in the virtual curriculum. Additionally, follow-up surveys to assess impact on behavior and long-term knowledge retention are warranted.

Oh Baby! There's a Pregger in My PACU…

<h3>Background Information</h3> With a trending increase in patient volume and acuity in the Post-Anesthesia Care Unit (PACU)s in a large academic medical center, it was noted that one of the demographics fostering this growth is the Obstetric (OB) population. It is important to note that the OB patients presenting to the PACUs required post-anesthesia care for non-OB procedures and interventions with the exception of OB procedures requiring general anesthesia. Hospital leadership and nursing staff noticed that caring for the OB patient in a non-OB PACU setting offered some distinct challenges related to the special considerations unique to the OB population. Instead of viewing OB patients in the PACU as a quagmire, the PACUs viewed this as an opportunity to collaborate with the OB department, promulgating maternal care in the PACU. <h3>Objectives of Project</h3> The objective was to create a program increasing knowledge related to the care of the OB patient in the PACU. <h3>Process of Implementation</h3> Collaborative gap analyses by the PACU and OB educators revealed that fundamental knowledge, skills, and adherences to professional organization recommendations regarding standards of care were opportunities for improvement. "Special Population Considerations: The OB Patient" was created and added to the existing PACU Residency/ Transition to Practice and PACU Preceptor curriculums which offer didactic and simulation activities to facilitate learning. Topics addressed included OB assessment, fetal monitoring (FM) expectations, postpartum hemorrhage care, and OB emergencies and equipment guided by professional practice guidelines and recommendations. Further, the OB department committed to collaborative care for FM and additional resources as needed, easing the anxiety of PACU nurses. Knowledge assessment was performed pre and post offering to measure changes in knowledge and program evaluation. <h3>Statement of Successful Practice</h3> After completion of the program by five cohorts, the average preassessment score of 30.6% increased to 85.6% post assessment showing an increase in knowledge and program success. Further, 100% of participants found the program beneficial. <h3>Implications for Advancing the Practice of Perianesthesia Nursing</h3> In addition to the new OB curriculum being offered, OB learning enrichment opportunities should be added to unit in-services, yearly skills and drills, and/ or unit-based competencies to ensure that PACU nurses are retaining knowledge regarding the care of the OB patient in the PACU.

Opioid Education in Obstetrics and Gynecology Training Programs

Our primary objective was to assess the current state of pain and opioid education in obstetrics and gynecology (OBGYN) by performing a detailed review of the national educational curricula guiding OBGYN residency and fellowship training programs in the United States. From 2019 to 2020 we reviewed seven documents created to guide learning and structure educational training for OBGYN residency and fellowship programs in the United States: the Council on Resident Education in Obstetrics and Gynecology (CREOG) Educational Objectives Core Curriculum in Obstetrics and Gynecology, the 2016 Educational Objectives-Fellowship in Minimally Invasive Gynecologic Surgery, and the 2018 Guides to Learning in Complex Family Planning, Female Pelvic Medicine & Reconstructive Surgery, Gynecologic Oncology, Maternal Fetal Medicine, and Reproductive Endocrinology and Infertility. Each document was reviewed by two authors to assess for items referring to pain or opioids. The CREOG educational objectives, used to inform educational curricula for residency programs, were the most comprehensive, mentioning pain and/or opioid educational objectives the highest number of times and including the most categories. The CREOG document was followed by the Guides to Learning for Gynecologic Oncology and for Minimally Invasive Gynecologic Surgery. The Reproductive Endocrinology and Infertility Guide to Learning did not mention pain and/or opioids in the educational objectives. Our study identifies an opportunity for consistent and appropriate opioid and pain management education in OBGYN training.

Designing, implementation and evaluation of professionalism course for Obstetrics and Gyneocology assistants

Introduction: Since professionalism is one of the most essential competencies for all physician, we launched this project between October 2017 and May 2019 with the aim of developing a professionalism curriculum for obstetrics and gynaecologic assistants. Methods: The course was designed based on the Kern’s model. To implement this project, both independent methods such as Professional Commitment Workshop and Integration strategy such as dedicating two Morning Report Sessions monthly to professionalismwere used. Result: For evaluating the course, we used Kirk Patrick model. According to the first level of the pyramid, based on a survey, some changes were made in programs.In the second level of the pyramid, according to the predetermined goals, pre and post-coarse test was held andthe average score of the residents increased from 13.16 to 17.47.At the third level of the pyramid: based on the questions asked from hospitalized patients, According to the third level of the pyramid, at the beginning and end of the course,the opinions of hospitalized patients, hospital staff, senior and lower year residents towards each other and professors towards residents were measured using a questionnaire that showed improvement of residents' behavior occurred in all indicators. At the fourth level of the pyramid, patients' complaints were relatively decreased. Conclusion: The project was launched to design, implement and evaluate professional commitment courses. The positive effects of this course on the professional behavior of residents were observed at all levels of the Kirk Patrick pyramid.

A National Obstetrics and Gynecology Residency Education Curriculum: National Needs Assessment

While standardized national residency education curricula have been successfully implemented in other specialties, there is no such curriculum in Obstetrics &amp; Gynecology (Ob/Gyn). With this study, we sought to evaluate: (1) the current state of and satisfaction with resident didactic education (2) perceptions regarding centralization and standardization of resident didactic education and (3) the need for a standardized national Ob/Gyn residency education curriculum. In 2019, a web-based needs assessment survey was administered to residents and program leadership from all 267 Ob/Gyn residency programs nationwide. Main outcomes were reported with descriptive statistics. A total of 782 (83 program directors, 46 assistant program directors, and 653 residents) participants completed the survey. Respondents represented a diverse range of regions, program types, and program sizes. Almost all (97%) participants agreed or strongly agreed that residents nationwide should have equal access to high quality Ob/Gyn educational resources. Further, 92% agreed or strongly agreed that core resources should be centrally located. A majority (78%) agreed or strongly agreed that there is a need for a national Ob/Gyn residency education curriculum. Our results demonstrate a perceived need for a centrally located, standardized, national residency education curriculum in Ob/Gyn.

Varying perceptions of the role of "nurse as teacher" for medical trainees: Aqualitative study.

IntroductionThe informal curriculum—an essential complement to the formal curriculum—is delivered to medical trainees through learning outside the classroom. We sought to explore nurse-mediated aspects of trainee education in the informal curriculum in obstetrics and gynecology (OBGYN), as well as nursing perceptions of their role in medical trainee education.MethodsNaturalistic, non-participant observations (40 h) were performed on a tertiary care birthing unit (BU) to document teaching and learning interactions. Insights gleaned from observations informed subsequent semi-structured interviews with BU nurses (n = 10) and focus group discussions with third-year medical students who had completed an OBGYN rotation (n = 10). Thematic analysis was conducted across data sets.ResultsConceptions of nurse-mediated education differed considerably between nurses and trainees. Nurses were widely acknowledged as gatekeepers and patient advocates by both groups, although this role was sometimes perceived by trainees as impacting on learning. Interest and engagement were noted as mediators of teaching, with enhanced access to educational opportunities reported by trainees who modelled openness and enthusiasm for learning. Nurse-driven education was frequently tailored to the learner’s level, with nurses feeling well positioned to share procedural knowledge or hard skills, soft skills (i.e. bedside manners), and clinical insights gained from bedside practice.DiscussionNurses are instrumental in the education of medical trainees; however, divergence was noted in how this role is enacted in practice. Given the valuable teaching resource BU nurses present, more emphasis should be placed on interprofessional co-learning and the actualization of this role within the informal curriculum.

Assessment of Feedback Mechanisms in Robotic Surgery Curriculum in Obstetrics and Gynecology Residency

Study Objective Overcoming the learning curve in robotic surgery requires appreciable effort. A structured curriculum in robotic gynecologic surgery was established for residents at an academic teaching hospital. This study aimed to explore resident experience with robotic surgery and training and to elicit resident preferences for feedback within the curriculum. Design A survey assessing demographics, surgical preparation methods, robotic surgical experience and comfort, and feedback preferences was distributed electronically to current obstetrics and gynecology (OB/GYN) residents. Responses were analyzed with descriptive statistics. Setting This study was conducted in the OB/GYN residency at Northwestern University in Chicago, IL. Patients or Participants The survey was sent to the 47 current OB/GYN residents in the academic year 2019-2020. A total of 29 responses were elicited. Interventions N/A Measurements and Main Results Eighteen residents (18/29; 62%) reported console experience in at least one robotic surgery. Most (26/29; 90%) stated that prior to operating on the robotic console they felt uncomfortable or very uncomfortable. Prior to console experience, residents primarily used online videos (62%), VR simulation (48%) or observation of live surgery (48%) as preparation. Of note, 7 (24%) residents reported no preparation prior to robotic surgery; these were PGY1 or PGY2 residents who also reported no prior console experience. After console experience, ongoing preparation techniques remained similar, although more residents reported in engaging in pre-operative preparation. All reported that they do receive feedback on surgical skills, but perception of usefulness, timeliness, and structure varied. Feedback was reported as useful and timely, but not well-structured. Most residents (28/29, 97%) indicated that they would prefer real-time feedback immediately after console experience. Conclusion OB/GYN residents report that they are not comfortable with robotic surgery training. Current practices for preparation include self-directed activities, but they do not begin until after surgical console experience. This study demonstrates that early initiation of structured learning with feedback is necessary.

A National Curriculum to Address Professional Fulfillment and Burnout in OB-GYN Residents.

Physician well-being is a priority in graduate medical education as residents suffer high rates of burnout. With complex stressors affecting the clinical environment, conflicting evidence exists as to whether a formal curriculum improves resident well-being. We assessed the feasibility and impact of a national pilot of a yearlong wellness curriculum for obstetrics and gynecology (OB-GYN) residents. The Council on Resident Education in Obstetrics and Gynecology Wellness Task Force developed a national multicenter pilot group of 25 OB-GYN programs to participate in a prospective cohort study. The curriculum included 6 interactive wellness workshops using uniform teaching materials delivered during didactic time. Prior to and following their participation in the curriculum, residents completed a survey containing demographic information and the Professional Fulfillment Index. Among 592 eligible participants, 429 (72%) responded to the pretest and 387 (65%) to the posttest. Average age of respondents was 29.1 years (range = 24-52 years) and included 350 (82%) women and 79 (18%) men. At baseline, 254 of 540 (47%) respondents met criteria for burnout, and 101 (23%) met criteria for robust professional fulfillment. Residents participated in an average of 3.9 workshops. While aggregate posttest scores did not differ from baseline, residents attending 4 to 6 workshops had improved rates of burnout (40% vs 50%, P = .017) and robust professional fulfillment (28% vs 20%, P < .001) compared with those with lower attendance. A wellness curriculum was a feasible addition to OB-GYN residency program curricula in programs across the country. Residents with higher attendance experienced improved professional fulfillment and less burnout.