Teaching Of Obstetrics Research Articles

Impact of the COVID-19 pandemic on teaching and research activities in obstetrics and gynecology: a national two-stage, stratified, cluster sampling survey in China

BackgroundFew studies quantified the influence of the coronavirus disease 2019 (COVID-19) pandemic on medical teaching and scientific research activities in China. This is the first national study to investigate such topics from the viewpoint of physicians practicing obstetrics and gynecology in China.MethodsThis is a national questionnaire survey with online interviews for respondents. This two-stage, stratified, cluster sampling method was applied based on city categories (categories 1 to 3 correspond to < 10,000, 10,000 to 30,000, and > 30,000 beds, respectively), hospital levels (primary, secondary, and tertiary), and hospital types (general and specialized) in China among physicians practicing obstetrics and gynecology. Physicians documented notable alterations in both overall and specialized teaching and research engagements. Comparative analyses were conducted across diverse municipal and hospital attributes.ResultsData were collected from a representative sample of 11,806 physicians from 779 hospitals across 157 cities and 31 provinces. Notably, except for online seminars, a minimum reduction of 20% in both overall and specialized teaching and research activities was observed among physicians. Up to 61.7% (95% confidence interval 59.3–64.0) of physicians reported either a complete termination or a > 50% decline in resident training. Compared with category 1 cities and primary hospitals, category 3 cities and tertiary hospitals experienced greater reductions in items of resident or graduate education, visiting scholar, clinical trials, and laboratory studies (adjusted p values < 0.05), coupled with notable increases in online seminar participation (adjusted p values of 0.002 and < 0.001, respectively).ConclusionsAmidst the COVID-19 pandemic in China, activities requiring direct, face-to-face communication were more affected in resource-rich cities and general hospitals compared to resource-limited areas and specialized hospitals. Residency training experienced the most significant decline. Conversely, participation in online seminars increased, providing additional opportunities for continuing medical education.

The Significance of Learning Medical History in the Teaching of Obstetrics and Gynecology

The Significance of Learning Medical History in the Teaching of Obstetrics and Gynecology

Development and evaluation of a "simulator-based" ultrasound training program for university teaching in obstetrics and gynecology-the prospective GynSim study.

This study addresses the challenges of ultrasound education in obstetrics and gynecology, focusing on the potential benefits of simulation techniques in medical training. Aiming to evaluate the impact of a structured simulator-based training program, this prospective, randomized, interventional study examines its effects on educational outcomes for 5th year medical students. A total of 153 medical students were randomized into two groups: one receiving both theoretical instruction and hands-on ultrasound simulator training (study group), and the other receiving only theoretical instruction (control group). The study assessed theoretical knowledge and practical skills at two time points: upon enrollment and at the end of the course. The practical skills were specifically evaluated using a dedicated test on the ultrasound simulator. Out of 153 students, 113 completed the study (study group n=59, control group n=54). The students in the study group demonstrated a greater improvement in theoretical test scores. They also achieved better results at the practical test, with regard to image quality, accuracy, and efficiency. Both groups showed an increase in self-confidence and competency in performing ultrasound examinations independently. Students expressed high satisfaction with the course and a positive attitude toward simulator-based training. Simulator-based training presents a valuable supplement to traditional clinical education methods in obstetrics and gynecology. This approach is particularly effective in overcoming the challenges posed by the sensitive nature of gynecological examinations in medical student training. The study highlights the benefits of integrating simulator-based methods into medical curricula, improving both theoretical and practical ultrasound skills among students.

Exploring the current state of clinical and practical teaching in obstetrics and gynecology in the era of competency-based education: a nationwide survey among German teaching coordinators

BackgroundObstetrics and gynecology (OB/GYN) is an essential medical field that focuses on women’s health. Universities aim to provide high-quality healthcare services to women through comprehensive education of medical students. In Germany, medical education is undergoing a phase of restructuring towards the implementation of competency-based learning. The objective of the current survey was to gain insights into the teaching methods, resources, and challenges at German medical universities in the field OB/GYN. This aims to document the current state of medical education and derive potential suggestions for improvements in the era of competency-based learning. The survey was conducted with teaching coordinators from the majority of OB/GYN departments at German universities.MethodsA questionnaire was sent to the teaching coordinators in all 41 OB/GYN departments at German university hospitals. The survey was delivered via email with a link to an online survey platform.ResultsThe study received 30 responses from 41 universities. Differences were observed in the work environment of teaching coordinators concerning release from clinical duties for teaching purposes and specialized academic training. Overall, medical education and student motivation were perceived positively, with noticeable gaps, particularly in practical gynecological training. Deficiencies in supervision and feedback mechanisms were also evident. Subfields such as urogynecology and reproductive medicine appear to be underrepresented in the curriculum, correlating with poorer student performance. E-learning was widely utilized and considered advantageous.ConclusionThe present study provides valuable insights into the current state of medical education in OB/GYN at German universities from the perspective of teaching experts. We highlight current deficits, discuss approaches to overcome present obstacles, and provide suggestions for improvement.

Study on the Issues and Countermeasures of Cultivating Students' Subjective Initiative in Clinical Practice Teaching of Obstetrics and Gynecology

Study on the Issues and Countermeasures of Cultivating Students' Subjective Initiative in Clinical Practice Teaching of Obstetrics and Gynecology

Preventability of stroke during pregnancy and postpartum

Background The preventability of strokes during pregnancy and postpartum is understudied. Methods We identified patients with ischemic and hemorrhagic strokes in pregnancy or within 12 weeks postpartum between 2009 and 2020 at an obstetric teaching hospital. We described the clinical course of the included cases. A multi-disciplinary panel adjudicated each occurrence of stroke according to a modified classification system for preventability. Results Fifteen patients experienced a stroke during pregnancy or postpartum. Precisely, 60% presented with a headache, and 47% of events were complicated by severe obstetrical hypertension. Two cases were thought to be “possibly preventable” due to delays in presentation to care and miscommunication regarding hypertension management goals. Conclusion In a cohort of pregnant and postpartum patients with stroke at a tertiary-care center, strokes may be prevented by future initiatives focusing on patient and provider education regarding early warning signs of pregnancy-associated stroke and hypertension thresholds and management specific to pregnancy.

Application of a new multi-element integrated teaching mode based on bite-sized teaching, flipped classroom, and MOOC in clinical teaching of obstetrics and gynaecology.

Effective clinical medical student education includes attention to teaching approaches. This study assessed the impact of a new multi-element teaching mode that utilizes Bite-Sized Teaching, flipped classroom, and MOOC on learner perception in an Obstetrics and gynaecology clerkship. A Two-stage crossover design study was conducted of a multi-element teaching mode compared to traditional teaching mode in an academic year. Participants included Ninety-six medical students practicing obstetrics and gynecology in our hospital, randomly divided into two groups respectively underwent multi-element teaching mode and traditional teaching mode. After each semester, a final test (including theoretical and clinical practical test) was conducted.When an academic year was completed, post intervention survey assessed learner perceptions of the intervention. In order to comprehensively test students' performance after study, we take theoretical and practical examinations. The theoretical examination mainly tests students' grasp of basic knowledge points, while the practical examination focuses on the examination of students' diagnosis and treatment of diseases. There were statistically significant differences both in the theoretical and clinical practical scores between the new multi-element integrated teaching mode and the traditional teaching mode, specifically as follows: In the end of first semester, the theoretical scores of the two groups were respective 43.75 ± 3.42 vs. 42.07 ± 2.90, and clinic practical test scores were respective 44.93 ± 2.42 vs. 43.37 ± 2.52; In the end of second semester, the theoretical scores of the two groups were respective 44.30 ± 2.69 vs. 42.25 ± 3.39, and clinic practical test scores were respective 43.79 ± 2.25 vs. 41.93 ± 2.80.(p < 0.05). The results of questionnaires demonstrated that 80.21% of the students showed preference for the new multi-element integrated teaching mode comparing to traditional teaching methods. The new multi-element integrated teaching mode is well accepted by the students and can improve the students' mastery of knowledge, and can improve the students' clinical comprehensive ability. The new multi-element integrated teaching mode is shown more preference than traditional teaching mode in the teaching of Obstetrics and Gynaecology. Further long term study is needed carried out to consolidate our conclusion. The new multi-element integrated teaching mode may have positive effects on clinical teaching of Obstetrics and Gynaecology.

Narrative medicine in clinical internship teaching practice

ABSTRACT Objective: To explore the effect on empathy skills of integrating narrative medicine instruction into clinical internship undergraduate medical education. Methods: One hundred clinical undergraduate students who were transferred to gynecology and obstetrics in 2016 were selected as subjects and divided into two groups. The control group adopted the traditional practice teaching mode, while the experimental group adopted a narrative medicine integrated with traditional teaching mode. The impact of the narrative medicine course was evaluated using the Davis Empathy Scale, and the students’ acceptance of the course was investigated using a self-developed questionnaire. Results: After completion of the rotation, the empathy scores of the experimental group were higher than those of the control group (p < 0.05). Students in the experimental group rated the integration of narrative medicine into the internship class highly, and most students thought that the narrative medicine course was of great benefit with respect to the humanistic quality of medical teaching. Conclusion: The application of narrative medicine teaching in the clinical practice teaching of obstetrics and gynecology promoted students to improve their empathy ability.

Role of Sestrin 1 in Women with Polycystic Ovary Syndrome

Polycystic ovary syndrome (PCOS) is a common reproductive endocrine disorder that affects at least 10% of women of reproductive age. Cystic ovaries, low or absent ovulation, and high circulating testosterone levels are the the group of symptoms that define polycystic ovary syndrome (PCOS).The aim of study: To investigate whether sestrin 1 can serve a prognostic indicator in polycystic ovary syndrome. The study included 100 women with age ranged between (18 – 44) years involving 70 PCOS patients and 30 apparently healthy women as a control in reproductive age, at the reproductive fertility consultant of gynecological and obstetric teaching hospital, Kerbala health directorate Iraq and College of Applied Medical Sciences, University of Kerbala Iraq during the duration from October ., 2022 to April, 2023. The Rotterdam criteriOn-2003 was presumed to PCOS females. The result showed there were highly significant decreasing in woman with PCOS in contrast to woman without PCOS. According to BMI showed highly significant in the overweight at( P =0.001) whereas in the obesity at( P= 0.004) and normal weight at (P= 0.004). According to age showed highly significant in age group (18_23) while in the age group( 24_29)at (P =0.000) and age group (30_35) at (P=0.006) whereas age group (36_41) at( P=0.274) The conclusion indicated that reduced serum sestrin 1 levels may be has potential as a new PCOS diagnostic biomarker .

Modern methods of teaching of obstetrics and gynecology in higher education

This article examines in detail modern methods of teaching obstetrics and gynecology in higher education. Modern ones are given highly effective approaches to conducting lectures, with the introduction of discussion elements. In our opinion, the experience of the world and national systems of higher education proves the need to use the latest interactive teaching methods. It undoubtedly contributes to the introduction of the technology of personally-oriented learning into the didactic process, the use of methods of encouraging students to educational and cognitive activities, which in turn ensures a personal orientation of learning. In this regard, the statement that interactive training is aimed at activating the cognitive activity of medical interns through the organization of communication among themselves, interns with the teacher, between groups, which is aimed at solving a common educational problem, is relevant. Accordingly, the establishment of modern interactive training involves simulation of examples and joint solution of the relevant situation. Competence of students, which is formed by interactive learning, expands the limits of cognitive possibilities, promotes analysis and application information obtained in the process of learning, and contributes significantly to the accumulation of skills in future professional medical activity. Methodology of the study includes comparative, descriptive and case-sdtudy methods. A deep one appears internal motivation, interns begin to make important decisions and enjoy developing their professional medical skills. The structure of “question-answer” methods, their use in conducting practical classes, which contribute to the emergence of professional competence of intern doctors and significantly increase the effectiveness of their perception of academic material, are covered in detail. If the interactive method is used, the intern does not feel like an object of the learning process, but a subject of acquiring knowledge, this undoubtedly leads to internal motivation, which contributes to its effectiveness. Conclusions. Thanks to the effect of originality and novelty of interactive methods, with their correct organization, the interest of intern doctors in the learning process increases. The modern pedagogical process of higher education uses various methods of organizing training, education and revealing future doctors as individuals. Lectures are undoubtedly the main and necessary form of training. Some supporters of traditional didactics see its advantages, while their opponents claim that times have changed and should to realize that the lecture as a classroom form of communication with students is the least effective among other forms of education in higher education. The application of the "Case Studies" method is quite effective in teaching obstetrics and gynecology. Given that the method was first developed at the beginning of the 20th century. at the Harvard Business School, it is also called the Harvard method. In our opinion, the method of specific situations - ICS, or situational learning - is a very effective teaching method, which involves the use of specific situations (cases from practice) from a certain section or topic of the training course for joint analysis, discussion and acceptance decision, brainstorming within a small group and a public speech with the presentation and defense of the proposed decision are also used. The main stages of “Case Studies” are distinguished, such as: the teacher's introductory speech; formation of microgroups; work in a small group; presentation of solutions developed by speakers; questions to the speakers; general discussion; teacher's closing speech; summing up.

Fast soft-tissue deformations coupled with mixed reality toward the next-generation childbirth training simulator.

High-quality gynecologist and midwife training is particularly relevant to limit medical complications and reduce maternal and fetal morbimortalities. Physical and virtual training simulators have been developed. However, physical simulators offer a simplified model and limited visualization of the childbirth process, while virtual simulators still lack a realistic interactive system and are generally limited to imposed predefined gestures. Objective performance assessment based on the simulation numerical outcomes is still not at hand. In the present work, we developeda virtual childbirth simulator based on the Mixed-Reality (MR) technology coupled with HyperMSM (Hyperelastic Mass-Spring Model) formulation for real-time soft-tissue deformations, providing intuitive user interaction with the virtual physicalmodel and a quantitative assessment to enhance the trainee's gestures. Microsoft HoloLens 2 was used and the MR simulator was developed including a complete holographic obstetric model. A maternalpelvis system modelof a pregnant woman (including the pelvis bone, the pelvic floor muscles, the birth canal, the uterus, and the fetus) was generated, and HyperMSM formulation was applied to simulate the soft tissue deformations. To induce realistic reactions to free gestures, the virtual replicas of the user's detected hands were introduced into the physical simulation and were associated with a contact model between the hands and the HyperMSM models. The gesture of pulling any part of the virtual models with two hands was also implemented. Two labor scenarios were implemented within the MR childbirth simulator: physiological labor and forceps-assisted labor. A scoring system for the performance assessment was included based on real-time biofeedback. As results,our developedMR simulation application was developed in real-time with a refresh rate of 30-50 FPS on the HoloLens device. HyperMSM model was validated using FE outcomes: high correlation coefficients of [0.97-0.99] and weighted root mean square relative errors of 9.8% and 8.3% were obtained for the soft tissue displacement and energy density respectively. Experimental tests showed that the implemented free-user interaction system allows to apply the correct maneuvers (in particular the "Viennese" maneuvers) during the labor process, and is capable to induce a truthful reaction of the model. Obtainedresults confirm alsothe possibility of using our simulation's outcomes to objectively evaluate the trainee's performance with a reduction of 39% for the perineal strain energy density and 5.6mm for the vertical vaginal diameter when the "Viennese" technique is applied. This present study provides, for the first time, an interactive childbirth simulator with an MR immersive experience with direct free-hand interaction, real-time soft-tissue deformation feedback, and an objective performance assessment based on numerical outcomes. This offers a new perspective for enhancing next-generation training-based obstetric teaching. The used models of the maternal pelvic system and the fetus will be enhanced, and more delivery scenarios (e.g. instrumental delivery, breech delivery, shoulder dystocia) will be designed and integrated. The third stage of labor will be also investigated to include the delivery of the placenta, and the clamping and cutting of the umbilical cord.

Reflection on the Application of VR Technology in the Teaching of Gynecological Surgery for Regular Trainees

Virtual reality technology, or VR technology, has been rapidly popularized and developed in various fields since 2016 due to its powerful immersion, interactivity, and conceptualization. Even modern medicine combined with VR for disease diagnosis and treatment is no longer a fantasy, and the launch of virtual classrooms has opened a new door for medical education. For the clinical surgery teaching of gynecology and obstetrics, the teaching expectation is very high. Clinical surgery teaching hopes to achieve the best teaching results in the shortest time, and rapid growth requires a lot of training and accumulation. In actual clinical teaching work, there is a gap between reality and ideals. Regular trainees do not have many practical opportunities. But VR technology is likely to solve this problem, and can even be extended to the surgical teaching for interns in obstetrics and gynecology rotation, general practitioners, etc. In addition, the application of robot-assisted surgery technology in obstetrical and gynecological surgeries is becoming more and more mature, which brings new possibilities for VR technology-assisted clinical surgery teaching.

Perinatal mental health in medical school curricula: a national scoping survey of British universities and student psychiatry societies.

With increasing recognition of the prevalence and impact of perinatal mental health (PMH) disorders comes a responsibility to ensure that tomorrow's doctors can support families during the perinatal period. Online surveys seeking information about the inclusion of PMH education in undergraduate curricula were sent to psychiatry curriculum leads and student psychiatry societies from each university medical school in the UK between April and September 2021. Responses were received from 32/35 (91.4%) medical schools. Two-thirds reported specific inclusion of PMH content in the core curriculum, typically integrated into general adult psychiatry or obstetric teaching. Students at the remaining schools were all likely to be examined on the topic or see perinatal cases during at least one clinical attachment. PMH education offers an opportunity for collaboration between psychiatry and other disciplines. Future work looking at educational case examples with objective outcomes would be valuable.

Molecular studies of CAPN-10 gene (rs2975760) and its association with Insulin Resistance in Polycystic Ovarian Syndrome of Iraqi women

Objectives: To explore an association between CAPN10, SNP-44 (rs2975760) with IR condition in women with PCOS.&#x0D; Methods: A study included 120 participants of which 68 women have PCOS subdivide according to their body mass index (BMI) into 45 obese (BMI≥30) and 23 non-obese (BMI&lt;30). The remaining 52 represent the control group who were apparently healthy women with normal weight and normal menstrual cycle. Patients with PCOS were selected from the Infertility Department, Gynecology and Obstetrics Teaching Hospital, Kerbala Health Directorate / Kerbala-Iraq between Nov., 2021 and June, 2022. Diagnosis of PCOS is based on 2 of 3 findings: oligo/anovulation, hyperandrogenism, polycystic ovaries in ultrasound (Rotterdam criteria). Patients were interviewed and examined for weight, height, waist circumference, and hip circumference. Venous blood samples were collected at 9 AM after an overnight fast. IR was assessed by calculating homeostatic model assessment of insulin resistance (HOMA-IR) using the formula (fasting glucose mg/dl x fasting insulin µU/ml)/405, taking normal value &lt;2.7. Genotypes of CAPN10, SNP-44 has been identified using Allele-specific polymerase chain reaction (AS-PCR) technique.&#x0D; Results: The prevalence of IR based on HOMA-IR was (80%) in obese PCOS and (48%) in non-obese PCOS women. CAPN10, SNP-44 has been reconstructed and analyzed in patients and controls. Genotypes of 45 obese PCOS subjects (TT, N=26; TC, N=12; and CC, N=7), 23 non-obese PCOS subjects (TT, N=15; TC, N=6; and CC, N=2) and control subjects (TT, N=39; TC, N=11; and CC, N=2) were identified. The genotype distribution was statistically different between obese PCOS women and controls (OR=5.25, P=0.048). The association of SNP-44 allele with IR status was detected. HOMA-IR was greater in CC (10.54 ± 1.29, 9.88 ± 1.41) than in TT (3.30 ± 1.52, P&lt;0.001; 2.82 ± 1.45, P&lt;0.001) and TC (3.76 ± 1.58, P&lt;0.001; 4.10 ±1.57, P&lt;0.05) in obese PCOS and non-obese PCOS subjects respectively.&#x0D; Conclusion: In obese PCOS, the C allele was associated with higher insulin secretion and HOMA-IR compared with the T allele. The increased HOMA-IR is an indicator of IR. In this scenario, the C allele might be involved in the pathophysiology of insulin resistance in PCOS.

Application of online teaching mode combining case studies and the MOOC platform in obstetrics and gynecology probation teaching

ObjectiveTo explore the application effect of the clinical basic integration teaching mode constructed by case studies and the MOOC platform in obstetrics and gynecology internship teaching in the face of public health emergencies.MethodsOne hundred ten clinical medical students of grade 2020 were selected as the experimental group, and 110 clinical medical students of grade 2021 were selected as the control group. The experimental group adopted the online teaching mode combined with case studies and the MOOC platform, while the control group adopted the offline traditional probation teaching method. Comprehensive test and questionnaire were used to evaluate and compare the teaching effect of the two groups of students.ResultsThe experimental group was found to be superior to the control group in the quality assessment of complete medical record writing and the ability assessment of diagnosis and analysis of typical obstetrics and gynecology cases (P < 0. 05). However, the score of professional knowledge was lower than that of the control group (P < 0. 05). The results of questionnaire survey showed that the satisfaction of the experimental group in stimulating learning interest, enhancing problem solving ability, enhancing communication and clinical thinking ability, enhancing team cooperation awareness and independent innovation ability was higher than that of the control group (P < 0.01). The satisfaction of teacher-student interaction was also better (P < 0.05). However, in terms of strengthening theoretical understanding, the satisfaction of the experimental group was lower than that of the control group, but with no significant difference (P > 0.05).ConclusionDuring the epidemic period, we designed a new online teaching mode, which can be applied to the probation teaching of obstetrics and gynecology. In our study, compared with traditional offline teaching, the new online teaching mode could improve students’ ability of case writing and case analysis. However, more teaching practice is needed to complete this online teaching mode.

A randomized control trial of a virtual reality learning environment in obstetric medical student teaching

BackgroundVirtual reality learning environments (VRLE) have the potential to transform the delivery of teaching in obstetrics. Medical students often find it difficult to conceptualize fetal lie and presentation. MethodologyWe conducted a single-centre randomized control trial of medical students using VRLE (n = 35) to depict fetal lie and presentation, compared with a control group (n = 34) using traditional 2-dimensional images. The VRLE, delivered using a mounted display headset, created an immersive experience exploring fetal lie and presentation. Clinical examination skills were then assessed using an obstetric abdominal model.The primary outcome was knowledge, as assessed by determination of fetal lie and presentation on an obstetric model. Secondary outcomes were time taken to successfully complete the task, and the student experience. ResultsThere was a non-significant trend towards improved knowledge outcomes using the VRLE compared to traditional methods with 70 % (n = 23) in the VRLE group determining the correct fetal lie and presentation compared with 56 % (n = 19) in the control group (OR.551 CI 0.202–1.504, p = 0.242). Students in the intervention group more efficiently completed the task (45 s ± 12.95 vs 38 s ± 10.83 CI 1.701,13.367p = 0.012) and better enjoyed the virtual learning experience with student confidence and satisfaction scores significantly higher (p = 0.02). ConclusionIt is feasible to use VRLE to teach medical students clinical skills such as fetal lie and presentation, enhancing the learning experience in both student satisfaction and confidence, with positive trends towards improved knowledge outcomes demonstrated.

Association between hormonal Imbalance and Interleulin-10 level with Polycystic Ovarian Syndrome of Iraqi women

Objectives: To determine the level of interleukin-10 as inflammatory marker in PCOS patients and compared with healthy control and explore the correlation between IL-10 level and other biochemical markers in PCOS patients.&#x0D; Methods: Whole blood samples of 80 PCOS obese patients and 80 healthy people were collected in duration from Dec., 2021 to April, 2022, at the gynecological and obstetric teaching hospital, Kerbala health directorate, Iraq. The Rotterdam criteria-2003 was accepted to PCOS females with age range between (18-40 years), while the apparently control group with age ranged between (18-40 years). BMI and WHR and hormonal status (LH, FSH, LH/FSH ratio, Prolactin, Free Testosterone) were determined. Elabscience/USA ELISA kit uses the Sandwich-ELISA principle was used to determined IL-10 level in serum.&#x0D; Results: The obese PCOS women had a seriously decrease in IL-10 (pg/ml) level when compare with apparently healthy control group with mean ± SD for patients (2.192 ± 0.47) and for control group (4.532 ± 0.75) P value &lt; 0.0001, and there are significant negative correlations between IL-10 and (BMI p&lt;0.0001, r= -0.66), (WHR p&lt;0.0001, r= -0.66), (LH p&lt;0.0001, r= -0.63), (LH: FSH ratio p&lt;0.0001, r= -0.72), (Prolactin p=0.008, r= -029). &#x0D; Conclusion: Our findings indicate that the IL-10 level decrease in PCOS obese patients and has significant association with pathogenesis and progression of disease.

Implementation of One-Minute Preceptor for Clinical Teaching in Obstetrics and Gynaecology.

In absence of a dedicated teaching curriculum for non-PG residents in Obstetrics and Gynecology department, a concise teaching learning method, One-Minute Preceptor (OMP) with feedback being its core component may be introduced to translate their theoretical knowledge into clinical practice. This descriptive cross-sectional study included four faculty members and 20 residents. Each resident was exposed to three OMP sessions pertaining to common gynecological case scenarios with a gap of at least two days in between the sessions with faculties acting as preceptor and as observer. After three OMP sessions, feedback from residents and faculty regarding their teaching and learning experience after implementing this tool was obtained through separate pre-validated questionnaires graded on Likert's scale. The satisfaction index of the residents and faculties for OMP was found to be 96.3% and 95%, respectively. All residents and faculty members had consensus that OMP addressed the learning gaps (mean score 4.45 ± 0.51 and mean score 4.5 ± 0.57, respectively) and expressed being highly satisfied with OMP in busy clinical settings as compared to traditional method of teaching with mean score of 4.9 ± 0.30 and 4.75 ± 0.5, respectively. The faculties had consensuses that OMP can assess all domains of learning (mean score 4.75 ± 0.5). All residents and faculties opined that the time allotted to address all micro-skills was less and 60% residents advocated allotting at least 5min time to the teaching encounter. Our study indicates the beneficial role of OMP in time-constraint clinical environment and warrants further research to review the time frame keeping in view the learners' needs and the discipline.

Student’s Experience, Satisfaction and Barriers of Hybrid Undergraduate Obstetrics &amp; Gynaecology Teaching During Covid-19 Pandemic

Introduction: Hybrid teaching method has been implemented in majority of medical schools to adapt with the Covid pandemic era. With this integrated method, we aim to determine the student’s experience, satisfaction and barriers of hybrid undergraduate teaching in obstetrics &amp; gynaecology posting. Methods: A cross sectional study was conducted among medical students undergoing hybrid teaching during obstetrics &amp; gynaecology posting in the year of 2020 and 2021. Participants were 112 fourth and fifth year medical students whom were affected by the pandemic. Online questionnaires through Google forms were distributed to all eligible students. The questionnaire consists of four sections: socio-demographic, experience, satisfaction and barriers. Results: The response rate was 75%. Majority (90.2%) of the respondents were satisfied with the hybrid teaching. Among the barriers that sometimes encountered by our students were inability to adjust learning style, lack of technical skills, mental health difficulties, emotional difficulties, unreliable internet access and an unconducive study environment. Among all the demographic data studied, only ethnicity showed a significant association with the satisfaction of the students. Conclusion: Our study found that majority of students were satisfied with hybrid teaching with minimal barriers experienced. Hence its practice can be continued as it can be utilised at any time as compared to traditional teaching.

The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology-A nationwide expert survey among teaching coordinators at German university hospitals.

PurposeThe COVID-19 pandemic has imposed severe challenges on medical education at German university hospitals. In this first German nationwide expert survey, we addressed the responsible university teaching coordinators in obstetrics and gynecology departments and investigated their experiences during the pandemic as well as their opinions on future developments, especially with regard to the broader implementation of e-learning in the standard curriculum.MethodsThe questionnaire included 42 items and was disseminated among teaching coordinators at all 41 departments of obstetrics and gynecology at German university hospitals via an email that included a weblink to the online survey provider. Responses were collected between 19 April and 7 June 2021.ResultsIn total, 30 responses were collected from 41 departments across Germany and their respective teaching coordinators in obstetrics and gynecology. The general opinion of the medical teaching provided during the pandemic was positive, whereas the teaching quality in practical skills was considered inferior and not equivalent to the standard face-to-face curriculum. Lectures and seminars had to be substituted by remote-learning alternatives, while clinical clerkships were reduced in length and provided less patient contact. Students in their final year experienced only a few differences in the clinical and teaching routine. Teaching coordinators in obstetrics and gynecology stated that they intend to incorporate more e-learning into the curriculum in the future.ConclusionThe medical educators’ views presented here may help to complement the already-thoroughly investigated experiences of students under the restrictions of the COVID-19 pandemic. Medical educators in obstetrics and gynecology at German university hospitals have successfully established online and hybrid teaching alternatives to their standard face-to-face courses. Building on recent experiences, digitalization could help to improve future medical education.