Karen Noblett, MDBACKGROUND:
The field of Obstetrics and Gynecology is facing challenges nation-wide due to declining surgical volume, increasing surgical complexity, and work-hour restrictions. Residents at the University of California, Davis provided feedback that more gynecology education is needed. Using dedicated didactic time, a Gynecology curriculum using a combination of lectures, dry labs, and wet labs was implemented.ASSESSMENT OF PROBLEMS:
Surveys were generated to assess comfort level and knowledge before and after each gynecology curriculum intervention in academic year 2016-17. These surveys were de-identified except for the year of residency (1st-4th). Training level was dichotomized with residency years 1, 2 (early) and years 3, 4 (advanced). The assessment determined whether resident learners found the intervention useful, and if tangible knowledge was gained. The Kruskal-Wallis test was used to compare differences between the treatment groups in their Likert scale comfort responses, and the percent correct in the knowledge responses.RESULTS OF ASSESSMENT/MEASUREMENT:
Early training participants improved in their comfort level in the vendor fair, LEEP, vaginal histology, and morcellation labs, compared to the advanced participants who only improved in comfort for the vendor fair. Both early and advanced participants improved in knowledge for the LEEP and morcellation labs only.STRATEGIES FOR QUALITY IMPROVEMENT/CHANGE:
If a Curriculum intervention was not found to be useful, it will be modified or eliminated in the upcoming year for perpetual improvement in the overall surgical curriculum.LESSONS AND MESSAGES:
Early and advanced learners have varied needs within a training curriculum and educators must plan accordingly.