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Virtual Learning: An Opportunity for Development of an Advanced OBGYN Subspecialty Curriculum for Students Applying to OBGYN Residency

Purpose: To create a meaningful advanced OBGYN virtual curriculum for medical students planning on OBGYN residency

Background: On Friday, March 13, 2020, in-person clinical rotations were suspended for University of Minnesota medical students due to COVID-19.  This timing subsequently severely impacted completion of typical advanced internships.  Virtual curriculum were quickly formed for core clinical clerkships, but development of advanced specialty-specific virtual curriculum lagged, causing further anxiety and frustration among students entering the 2020-2021 residency application cycle.   

Methods: A two-week advanced OBGYN virtual curriculum was developed to expand knowledge and expose students to subspecialties in OBGYN.  Curriculum included reference reading, journal articles, video instruction, case-based learning and three small-group sessions focusing on five OBGYN subspecialties.  This virtual curriculum was later combined with a two-week in-person clinical rotation in one OBGYN subspecialty to provide an advanced OBGYN rotation for every student entering the 2020-2021 cycle upon student re-entry on June 29, 2020.

Results: Our advanced OBGYN virtual curriculum was well received and offered students purposeful learning and preparation for OBGYN residency during a time of great uncertainty.  Students felt the knowledge acquired would help them excel during future in-person rotations.  The three small-group case-based learning sessions with subspecialty faculty were especially appreciated, allowing for faculty interaction and opportunity for feeling connected during virtual learning.

Discussions: This advanced OBGYN virtual curriculum positively impacted our students experience in virtual learning and accentuated their OBGYN knowledge.  Outside of pandemic times, this curriculum can be used for independent study and/or as part of a boot-camp curriculum for preparing for OBGYN residency.

Topics: CREOG & APGO Annual Meeting, 2021, Student, Faculty, Clerkship Director, Medical Knowledge, UME, Lecture, Problem-Based Learning, Team-Based Learning,

General Information


Intended
Audience
Student,Faculty,Clerkship Director,
Competencies
Addressed
Medical Knowledge,
Educational
Continuum
UME,
Educational
Focus
Lecture,Problem-Based Learning,Team-Based Learning,
Clinical Focus

Author Information

Sarah Hutto, MD, MPH, University of Minnesota; John Fischer, MD; Peter Argenta, MD; Jessica Nyholm, MD

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