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ATTITUDES, BARRIERS, AND TOOLS FOR RESIDENT EDUCATION IN REPRODUCTIVE ENDOCRINOLOGY AND INFERTILITY
Objective(s): A required component of resident Obstetrics & Gynecology (Ob/Gyn) training is Reproductive Endocrinology and Infertility (REI). The delivery of this subspecialty information in an already crowded curriculum is challenging. We sought to identify residents’ perceived barriers to REI education and assess the value of the American Society of Reproductive Medicine’s (ASRM) eLearn modules.
Study Design: All residents of one academic Ob/Gyn residency program were surveyed regarding perceived barriers to REI education. The REI curriculum was modified to include the ASRM eLearn modules. Residents were asked to rate the educational value of these modules. Descriptive analyses were performed.
Results: The survey was completed by 33 of 34 residents (97%). The majority of residents (78%) reported exposure to REI prior to residency. Although over 60% of respondents had had at least one REI rotation, 74% reported their REI knowledge as “Fair” or “Poor.” Barriers to learning included: limited time on rotation, lack of patient ownership, insufficient didactics, and patients not welcoming of trainee involvement. Residents found the ASRM eLearn modules easy to use and would recommend them to their peers as a learning tool. Following completion of the rotation 78% of residents rated their REI knowledge as “Good” or “Very Good.”
Conclusions(s): REI is a difficult area to incorporate into Ob/Gyn resident education. Knowledge of the perceived barriers to learning will help guide rotation restructuring and improve REI education. The ASRM eLearn modules are a valuable resource that can help target didactic deficiencies due to the limited rotation time.
2014, Resident, Osteopathic Faculty, Residency Director, Residency Coordinator, Medical Knowledge, GME, Virtual Patient, Simulation, Independent Study, Reproductive Endocrinology & Infertility,