The Current State of Residency Preparatory Courses in Obstetrics and Gynecology

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Abstract

PURPOSE:

To describe the prevalence and content of Residency Preparatory Courses (RPCs) for Obstetrics and Gynecology (OB/GYN) in the United States, and to determine if student performance assessments are fed forward to Program Directors (PDs).

BACKGROUND:

Following implementation of the ACGME Milestones, medical schools developed RPCs to facilitate students’ transition to residency. However, data are lacking regarding the prevalence and characteristics of RPCs, and whether student performance assessments are transferred from medical schools to residencies.

METHODS:

An electronic survey evaluating the characteristics of OB/GYN RPCs, assessments used, and transfer of performance assessments was sent to the Association of Professors of Gynecology and Obstetrics' Clerkship Directors email distribution list. Descriptive statistics were tabulated for multiple-choice responses, and free-text responses were qualitatively analyzed.

RESULTS:

The response rate was 44.2% (n=96/217). Only 40.6% of respondents, (n=39/96) offered RPCs. Courses were commonly less than two weeks’ duration (69.2%, n=27/39). Use of milestone-based curricula was common (64.1%, n=25/39). However, only half (n=19/38) assessed Level 1 Milestone sub-competencies. Information regarding student performance was rarely fed forward to PDs (18.4%, n=7/38). Free-text comments revealed high interest in RPC development.

DISCUSSION:

Less than half of OB/GYN Clerkship Directors surveyed currently offer RPCs, but interest in developing these courses is high. Though many report use of milestone-based curricula, only half assess Level 1 Milestone competency, and this information is rarely fed forward to PDs. Further development of RPC curricula, robust Level 1 Milestone assessments, and transfer of assessment information to PDs are needed to improve the transition from medical school to residency.

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