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The OB/GYN Clerkship Learning Climate: A Needs Assessment

Objective: The purpose of this study was to conduct an OB/GYN departmental needs assessment of our medical student directed teaching.

Study Design: At Washington University in St. Louis, medical students (n-120), residents (n-34), and faculty (n-51) were surveyed with an online questionnaire assessing factors that influence student teaching in OB/GYN learning environments such as Labor & Delivery (L&D), Benign Gynecology (Benign Gyn), and Gynecologic Oncology (Gyn Onc).

Results: The questionnaire response rates were 74%, 71%, and 86% for students, residents, and faculty, respectively. Students felt faculty were more enthusiastic (88%) and had good teaching skills (84%) compared to the residents’ enthusiasm (62%) and teaching skills (65%). Formal resident teaching varied by service with the most occurring on Benign Gyn (59.3%), followed by L&D (54%) and Gyn Onc (24%). Only 57% of students perceived that they received feedback during their inpatient rotations, while 96% of residents and 59% of faculty felt they provided feedback. Nursing staff were described as promoting learning by only 24% of residents and 21% of faculty.

Conclusion: This departmental assessment revealed a number of areas consistent among all surveyors that could improve the learning climate. Areas of focus include further developing the resident as teachers program, incorporating instruction for our nursing staff, changing the student’s perception of limited feedback, and working on incorporating more formal resident and faculty teaching on inpatient services.

Topics: 2014, Resident, Clerkship Director, Clerkship Coordinator, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, UME, Assessment, General Ob-Gyn,