Improving Resident Experience on a Gynecology Rotation by Implementing a Formal Curriculum and Feedback System [12O]

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Abstract

INTRODUCTION:

Surgical and inpatient gynecologic training is variable between obstetrics and gynecology residency programs. As a result, resident experiences may be impacted. We sought to determine if implementing a structured curriculum and feedback system for an inpatient gynecology rotation impacts resident learning and satisfaction.

METHODS:

Prior to implementing changes on an inpatient gynecology rotation at an academic hospital, a 13 question survey, including ratings from 1 to 5 and true-false responses, was administered to residents who had completed the rotation. The following academic year, the gynecology rotation was modified to include structured learning objectives, teaching conferences, anatomy wet lab simulations, and rotation feedback. The same survey was administered to residents who completed their rotation following the modifications. Wilcoxon sum rank test and chi squared analyses were used to compare responses between the two groups.

RESULTS:

From July 2015 to July 2017, 48 residents completed the gynecology rotation. A total of 47 residents responded to the survey, 24 (51%) completed the survey prior to the changes and 23 (49%) took the survey after. Following implementation of a structured curriculum and feedback system, residents rated their experience of the rotation overall significantly higher (P = 0.01) and found pre-operative teaching conferences more structured and valuable (P < 0.001). The post-intervention group also felt they received more benign surgical feedback (P = 0.004) and mid-rotation feedback (P = 0.002).

CONCLUSION:

A formalized curriculum that consists of clear goals and expectations, structured teaching time, formalized anatomy training, and regular feedback is an effective method of improving gynecology residents’ inpatient and surgical training experience.

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