Background: OBGYN uniquely synthesizes primary, subspecialty, and
surgical care. Accordingly, medical student teaching must reflect the breadth
of our field. Many teaching modalities are employed within the clerkship, such
as patient interactions in the clinic setting and wards, intraoperative
instruction, non-traditional case-based conferences, and written texts. While
overall learning and students’ decisions about specialty selection are known to
be contingent on effective education, it is not known which modalities students
perceive as most efficacious.
Methods: An eighteen-item electronic questionnaire was
distributed to consenting third year students at the completion of their six-week
clerkship at the University of Florida’s two campuses over a twelve-month
academic year.
Results: Students receive approximately 6 hours of group and
individual instruction weekly and felt this was appropriate. Satisfaction was
high for resident and attending instruction, opportunities to demonstrate
clinical knowledge, and meaningfulness of students’ roles in patient care. The
ability to practice procedures and receive feedback were ranked lowest. Among
key topics in OBGYN, the highest scores included preeclampsia and abnormal
uterine bleeding, with relatively lower scores for pelvic floor dysfunction.
Labor and Delivery board rounds was perceived as the most effective mode of
instruction. Roles in the outpatient setting were perceived as primarily observational,
while perceived responsibilities in the OR varied.
Discussions: Potential areas of growth include incorporating more
procedural training and providing more effective feedback. Limitations to our
study included survey format, single academic year, and limitation to two
institutions.
Topics: CREOG & APGO Annual Meeting, 2019, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, Lecture,
Bradley Bruggeman,
M.D., University
of Florida Department of Obstetrics and Gynecology; Leora Lieberman,
B.S.; Shireen
Madani-Sims, MD
