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A Novel Gynecologic Educational Curriculum to Increase Student Engagement and Learning in the Ob/Gyn Clerkship

Purpose: This study aimed to determine if the introduction of a novel interactive gynecologic educational curriculum could improve medical student comfort in gynecologic history taking and physical exam skills, ultimately leading to increased engagement and learning in the Obstetrics and Gynecology (Ob/Gyn) clerkship.


Background: Given the sensitive nature of the gynecologic history and physical exam, a lack of comfort in performing these clinical skills may translate into decreased medical student engagement and learning in the Ob/Gyn clerkship.


Methods: Students enrolled in their 3rd year Ob/Gyn clerkship voluntarily participated in the novel curriculum. First, students were given access to video tutorials created by and featuring near-peers teaching the gynecologic history and exam. Next, they participated in a directly-observed, simulated gynecologic clinic visit with a standardized patient (SP) and silicone breast and pelvic models. After, students were provided with a formative assessment of their clinical performance during the simulation. Lastly, students participated in a group debriefing session to reflect on their experience with the new curriculum. Students were anonymously surveyed pre- and post-intervention to assess the impact of the curriculum.


Results: Self-perceived student comfort in performing breast (P< .0004) and pelvic exams (P< .0001) increased significantly following the participation in the interactive educational curriculum. Students were also significantly more comfortable suggesting diagnostic testing, formulating a differential diagnosis, and presenting to an attending (P< .0005). Students reported participation in the novel curriculum improved their clinical engagement (55%) and enhanced their learning (75%) during their Ob/Gyn Clerkship.


Discussions: Implementation of a novel interactive educational curriculum taught by near-peers is an effective method to improve medical student comfort, learning, and engagement in the 3rd year Ob/Gyn clerkship.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Patient Care, Medical Knowledge, Professionalism, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, UME, Assessment, Simulation, Standardized Patient, General Ob-Gyn,

General Information

Student,Resident,Faculty,Clerkship Director,Clerkship Coordinator,
Patient Care,Medical Knowledge,Professionalism,Interpersonal & Communication Skills,Practice-Based Learning & Improvement,
Assessment,Simulation,Standardized Patient,
Clinical Focus
General Ob-Gyn,

Author Information

Meredith Manire, MD, PhD, Department of Obstetrics and Gynecology / West Penn Hospital / Allegheny Health Network; Olga Mutter, MD; Marisa Rose, MD

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