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Objectives To determine if faculty perceive standardized oral examinations to be more objective and useful than the non-standardized format in assessing third-year medical students’ learning on the obstetrics and gynecology rotation. Methods Obstetrics and gynecology faculty at three teaching hospitals were sampled to complete a survey retrospectively comparing the standardized oral examination (SOE) and non-standardized or traditional oral examinations (TOE). A Likert scale (0-5) was used to assess satisfaction, objectivity, and usefulness of SOE and TOE. Wilcoxon signed rank test was performed to compare median Likert scale scores for each survey item. A Spearman’s correlation coefficient was used to investigate the relationship between the perceived level of objectivity and SOE characteristics. For qualitative measures, content analysis was applied. Results Sixty-six percent (n=25) of eligible faculty completed the survey. Faculty perceived the standardized oral examination as significantly more objective compared with the non-standardized (z=-3.15, p=0.002). Faculty also found SOE to be more useful in assessing overall clerkship performance (z=-2.0, p

Background Mistreatment has potential downstream effects on students. General surgery rotations tend to have a higher incidence of mistreatment reports. This study was undertaken to identify dominant themes contributing to a negative learning environment. Methods A qualitative study was performed using Delphi consensus technique to develop a discussion guide. Four focus groups were performed (n = 30 participants) with medical students, residents, nurses, and attending surgeons. Participants were selected using purposive-stratified criterion-based sampling. Results Multiple themes emerged: 1) unclear expectations for medical students; 2) passive mistreatment (neglect); 3) failure to integrate students into surgical team; 4) witnessed or experienced active mistreatment, 5) negative attitude of residents towards medical students' lack of knowledge. Conclusions Medical student mistreatment persists and is a threat to the learning environment and individual learning process. Passive mistreatment (neglect) represents the most distressing component of mistreatment. These findings suggest a need for education aimed at surgical residents and others in the learning environment.

The primary aim of this study was to investigate whether the types of postgraduate trainees’ teaching barriers would be associated with their experience levels and the four clinical settings in Obstetrics and Gynecology (OB/GYN). Individual semi-structured interviews with 13 OB/GYN residents and Fellows were conducted and followed by an online survey sent to all OB/GYN residents and Fellows in three research sites. Descriptive statistical analysis and thematic analysis were applied. Eleven OB/GYN residents and two Fellows participated in the interviews. Of 93 possible OB/GYN resident and Fellow respondents, 57 (61.3 %) completed the online survey. Limited time was the predominant barrier across OB/GYN trainees’ experience levels. Six factors contributing to the teaching barriers were identified. Major types of teaching barriers perceived by trainees were similar in outpatient and labor and delivery settings, but differed from perceived barriers in the inpatient and operating room settings. Major types of teaching barriers were associated with trainees’ experience levels as well as the four clinical settings in OB/GYN. Findings from this study deepen OB/GYN clerkships and residency programs’ understanding of Trainee-as-Teacher, as well as provide useful information for programs to manage teaching tasks and to further enhance the implementation of Trainee-as-Teacher curricula efficiency.

Although national attention has been focused on sexual harassment and gender inequity in the United States, leaders within the obstetrics and gynecology community have remained relatively silent. Sexual harassment and gender inequity remain pervasive in our specialty. This article serves as a call to action for leadership as well as physicians within obstetrics and gynecology to implement ethical and evidence-based approaches to reduce gender inequity and improve workplace culture within our specialty.

Introduction Patient handoffs, the communications required for the safe transfer of patient care, are known to be a common source of medical errors. Simulation exercises are effective techniques for teaching the procedures and patient interaction skills involved in a handoff. We developed a teaching tool that allows students to individually interact with a simulated patient, develop a treatment plan, and practice a handoff to another provider. Methods The curriculum is a flexible instructional tool to teach patient handoffs in the context of a simulated obstetric emergency for learners at the clerkship through first-year obstetrics and gynecology resident levels. The curriculum secondarily teaches management of first-trimester bleeding with acute blood loss and can be adapted to allow advanced learners to practice obtaining informed consent. To evaluate this simulation for educational effectiveness, we developed a faculty observation assessment tool. Results The simulation assessments for history taking, fund of knowledge, and interpersonal skills were predictive of subsequent clerkship clinical grades. Eighty percent of students agreed the exercise was realistic, 95% agreed it was relevant to the clinical curriculum, 90% agreed the simulation taught handoff skills, and 73% agreed the simulation increased confidence in handoff skills. Students uniformly found the curriculum to be relevant, realistic, and effective at teaching handoff skills. Discussion Use of this curriculum has the potential to improve students’ communication skills, handoff performance, and confidence during an obstetrics and gynecology clerkship. The assessment tool may allow early identification of students in need of improvement in communication skills.

Introduction This training program was developed to help educators train obstetrics and gynecology (OB-GYN) faculty in becoming oral examiners and to implement a consistent process for oral examination in order to assess medical student knowledge and clinical reasoning skills at the end of their core OB-GYN clerkship. Methods The slide presentation is utilized to introduce faculty to the clerkship so they understand how the oral examination fits into the overall assessment of student performance. Videos are then used to familiarize faculty with the performance of students at different levels and how to use the evaluation form. The oral examination sample questions and answers further familiarize faculty with how to ask students standardized questions based upon student case topic selections and how to differentiate students at different levels. Results From 2011–2014, 609 students took the oral examination. Two faculty members graded the students, and a composite of these two grades was used. This was done so that if the faculty differed in their ratings, both grades are accounted for in the final oral examination grade. Thirty-three percent of the learners received two Honors with Distinction grades, 32% received an Honors with Distinction and an Honors grade, and 23% received two Honors grades. Discussion The oral examination has been part of the Harvard Medical School Obstetrics and Gynecology Core Clerkship assessment for over a decade, and a common format for its use at all sites was developed. The implementation of this module has resulted in a standardized assessment across multiple sites.

Traditionally, medical school committees have been charged with curricular improvement and modification, while medical students have had little or no involvement in reform efforts. However, medical students can sometimes be ahead of faculty in recognizing new topics that need to be covered, and their energy, commitment, and vision can be a very important impetus for curricular change. In 1995-96, as part of a general curricular restructuring effort, faculty at Dartmouth Medical School began to design and offer new electives in innovative topics, with the idea that electives might become part of the required curriculum if the material presented in them were deemed to be "core." Students were invited to organize their own electives if a topic in which they were interested was not being covered. The authors (two were second-year medical students and the third was their faculty sponsor) developed an elective in women's health. This paper describes the development and implementation of this elective, and the process by which the course was later made part of the required curriculum at Dartmouth. The success of the authors' efforts highlights the crucial role students can play in reforming medical curricula.