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5. The Role of Obstetrics and Gynecology in Shaping Genderdiverse Leadership in Medicine.

Author

WINKEL, ABIGAIL FORD and KATZ, NADINE T.

Subjects
*EMPATHY, *EMPLOYEE orientation, *MANAGEMENT styles, *GENDER identity, *LEADERSHIP, *SEX discrimination, *DIVERSITY in the workplace, *EVALUATION of medical care, *PSYCHOLOGY of women, *WAGES, *CONFIDENCE, *GYNECOLOGY, *GENDER inequality, *INTERSECTIONALITY, *PROFESSIONAL employee training, *ACADEMIC achievement, *IMPLICIT bias, *ABILITY, *DISCRIMINATION (Sociology), *OBSTETRICS, *WELL-being, *COVID-19 pandemic, *PSYCHOLOGICAL vulnerability, *TRAINING
Abstract

Gender inequity persists in academic medicine. This article reviews the historical context, ongoing leadership challenges, and societal biases. The persistent barriers to gender equity in leadership roles, pay, and professional recognition are considered through the lens of obstetrics and gynecology where these issues persist despite a significant presence of women in the field. The impact of gender stereotypes, the role of intersectionality, and the need for systemic change are evident. Embracing diverse leadership styles and creating inclusive pathways to leadership will help actualize the potential benefits of a genderdiverse workforce, enhancing health care outcomes and fostering innovation. [ABSTRACT FROM AUTHOR]

Published
2024
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26. The effect of the obstetrics and gynecology clerkship on students' interest in a career in obstetrics and gynecology

Author

Hammoud, Maya M., Stansfield, R. Brent, Katz, Nadine T., Dugoff, Lorraine, McCarthy, Jenifer, and White, Casey B.

Subjects
Health
Abstract

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.ajog.2006.07.044 Byline: Maya M. Hammoud (a), R. Brent Stansfield (b), Nadine T. Katz (c), Lorraine Dugoff (d), Jenifer McCarthy (a), Casey B. White (b) Abstract: The goal of this study was to determine the influence of the third-year obstetrics and gynecology (OB/GYN) clerkship on male and female medical students' interest in a career in OB/GYN. Author Affiliation: (a) Departments of Obstetrics and Gynecology (b) Medical Education, University of Michigan Medical School, Ann Arbor, MI (c) Department of Obstetrics and Gynecology, and Women's Health, Albert Einstein College of Medicine, Bronx, NY (d) Department of Obstetrics and Gynecology, University of Colorado Health Sciences Center, Denver, CO Article History: Received 25 February 2006; Revised 30 June 2006; Accepted 31 July 2006 Article Note: (footnote) Presented at the Association of Professors of Obstetrics and Gynecology/Council on Resident Education in Obstetrics and Gynecology Annual Meeting, Orlando, FL, March 3, 2006. Reprints not available from the authors.

Published
2006

27. To the point: Medical reviews - Dealing with student difficulties in the clinical setting

Author

Hicks, Patricia J., Erickson, Sonya S., Peskin, Edward, Cox, Susan M., Hammoud, Maya M., Puscheck, Elizabeth E., Espey, Eve L., Katz, Nadine T., Goepfert, Alice R., Kruegar, Paul M., Bienstock, Jessica L., and Nuetens, James J.

Subjects
Medical students -- Education, Medical students -- Psychological aspects, Medical students -- Behavior, Medical education -- Study and teaching, Health
Abstract

A review of different types of difficulties encountered by educators and suggestions for preventing, assessing and working effectively with challenging students especially impaired students in clinical settings is presented. The learner who has significant difficulties that may affect his or her ability to deliver safe care can be challenging to the teacher and early detection and intervention are important to avoid reinforcement of problems with the learner or patient.

Published
2005

28. The essential elements of undergraduate medical education in obstetrics and gynecology: A comparison of the Association of Professors of Gynecology and Obstetrics Medical Student Educational Objectives and the National Board of the Medical Examiners Subject Examination

Author

Hammoud, Maya M., Cox, Susan M., Goff, Barbara, Goepfert, Alice, Butler, Aggie, Swanson, David B., Holtzman, Kathleen Z., Allbee, Krista, Katz, Nadine T., and Erickson, Sonya S.

Subjects
Residents (Medicine) -- Education, Gynecology -- Study and teaching, Health
Abstract

A study was conducted to investigate whether the essential elements of Associations of Professors of Gynecology and Obstetrics Medical Student Educational Objectives were adequately represented on the National Board of Medical Examiners. The results reveal that the National Board of Medical Examiners provides an appropriate assessment of the mastery of what a medical student should learn.

Published
2005

31. Pelvic and breast examination skills curricula in United States medical schools: a survey of obstetrics and gynecology clerkship directors

Author

Dugoff, Lorraine, primary, Pradhan, Archana, additional, Casey, Petra, additional, Dalrymple, John L., additional, Abbott, Jodi F., additional, Buery-Joyner, Samantha D., additional, Chuang, Alice, additional, Cullimore, Amie J., additional, Forstein, David A., additional, Hampton, Brittany S., additional, Kaczmarczyk, Joseph M., additional, Katz, Nadine T., additional, Nuthalapaty, Francis S., additional, Page-Ramsey, Sarah M., additional, Wolf, Abigail, additional, and Hueppchen, Nancy A., additional

Published
2016
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32. Pelvic and breast examination skills curricula in United States medical schools: a survey of obstetrics and gynecology clerkship directors.

Author

Dugoff, Lorraine, Pradhan, Archana, Casey, Petra, Dalrymple, John L., Abbott, Jodi F., Buery-Joyner, Samantha D., Chuang, Alice, Cullimore, Amie J., Forstein, David A., Hampton, Brittany S== S., Kaczmarczyk, Joseph M., Katz, Nadine T., Nuthalapaty, Francis S., Page-Ramsey, Sarah M., Wolf, Abigail, Hueppchen, Nancy A, Dugoff, Lorraine, Pradhan, Archana, Casey, Petra, Dalrymple, John L., Abbott, Jodi F., Buery-Joyner, Samantha D., Chuang, Alice, Cullimore, Amie J., Forstein, David A., Hampton, Brittany S== S., Kaczmarczyk, Joseph M., Katz, Nadine T., Nuthalapaty, Francis S., Page-Ramsey, Sarah M., Wolf, Abigail, and Hueppchen, Nancy A

Abstract

BACKGROUND: Learning to perform pelvic and breast examinations produces anxiety for many medical students. Clerkship directors have long sought strategies to help students become comfortable with the sensitive nature of these examinations. Incorporating standardized patients, simulation and gynecologic teaching associates (GTAs) are approaches gaining widespread use. However, there is a paucity of literature guiding optimal approach and timing. Our primary objective was to survey obstetrics and gynecology (Ob/Gyn) clerkship directors regarding timing and methods for teaching and assessment of pelvic and breast examination skills in United States medical school curricula, and to assess clerkship director satisfaction with current educational strategies at their institutions. METHODS: Ob/Gyn clerkship directors from all 135 Liaison Committee on Medical Education accredited allopathic United States medical schools were invited to complete an anonymous 15-item web-based questionnaire. RESULTS: The response rate was 70%. Pelvic and breast examinations are most commonly taught during the second and third years of medical school. Pelvic examinations are primarily taught during the Ob/Gyn and Family Medicine (FM) clerkships, while breast examinations are taught during the Ob/Gyn, Surgery and FM clerkships. GTAs teach pelvic and breast examinations at 72 and 65% of schools, respectively. Over 60% of schools use some type of simulation to teach examination skills. Direct observation by Ob/Gyn faculty is used to evaluate pelvic exam skills at 87% of schools and breast exam skills at 80% of schools. Only 40% of Ob/Gyn clerkship directors rated pelvic examination training as excellent, while 18% rated breast examination training as excellent. CONCLUSIONS: Pelvic and breast examinations are most commonly taught during the Ob/Gyn clerkship using GTAs, simulation trainers and clinical patients, and are assessed by direct faculty observation during the Ob/Gyn clerkship. While the ma

Published
2016

33. To the Point: Integrating Patient Safety Education Into the Obstetrics and Gynecology Undergraduate Curriculum

Author

Abbott, Jodi F., primary, Pradhan, Archana, additional, Buery-Joyner, Samantha, additional, Casey, Petra M., additional, Chuang, Alice, additional, Dugoff, Lorraine, additional, Dalrymple, John L., additional, Forstein, David A., additional, Hampton, Brittany S., additional, Hueppchen, Nancy A., additional, Kaczmarczyk, Joseph M., additional, Katz, Nadine T., additional, Nuthalapaty, Francis S., additional, Page-Ramsey, Sarah, additional, Wolf, Abigail, additional, and Cullimore, Amie J., additional

Published
2016
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38. e-Professionalism: A New Frontier in Medical Education

Author

Kaczmarczyk, Joseph M., primary, Chuang, Alice, additional, Dugoff, Lorraine, additional, Abbott, Jodi F., additional, Cullimore, Amie J., additional, Dalrymple, John, additional, Davis, Katrina R., additional, Hueppchen, Nancy A., additional, Katz, Nadine T., additional, Nuthalapaty, Francis S., additional, Pradhan, Archana, additional, Wolf, Abigail, additional, and Casey, Petra M., additional

Published
2013
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40. The Obstetrics and Gynaecology Resident as Teacher

Author

Cullimore, Amie J., primary, Dalrymple, John L., additional, Dugoff, Lorraine, additional, Hueppchen, Nancy A., additional, Casey, Petra M., additional, Chuang, Alice W., additional, Espey, Eve L., additional, Hammoud, Maya M., additional, Kaczmarczyk, Joseph M., additional, Katz, Nadine T., additional, Nuthalapaty, Francis S., additional, and Peskin, Edward G., additional

Published
2010
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46. Simulation training improves medical students' learning experiences when performing real vaginal deliveries.

Author

Dayal AK, Fisher N, Magrane D, Goffman D, Bernstein PS, and Katz NT

Subjects
Clinical Competence, Data Collection, Educational Measurement, Female, Humans, Male, Manikins, Self Efficacy, Delivery, Obstetric education, Learning, Models, Theoretical, Practice, Psychological, Students, Medical
Abstract

Objective: To determine the relationship between simulation training for vaginal delivery maneuvers and subsequent participation in live deliveries during the clinical rotation and to assess medical students' performance and confidence in vaginal delivery maneuvers with and without simulation training., Methods: Medical students were randomized to receive or not to receive simulation training for vaginal delivery maneuvers on a mannequin simulator at the start of a 6-week clerkship. Both groups received traditional didactic and clinical teaching. One researcher, blinded to randomization, scored student competence of delivery maneuvers and overall delivery performance on simulator. Delivery performance was scored (1-5, with 5 being the highest) at weeks 1 and 5 of the clerkship. Students were surveyed to assess self-confidence in the ability to perform delivery maneuvers at weeks 1 and 5, and participation in live deliveries was evaluated using student obstetric patient logs., Results: Thirty-three students were randomized, 18 to simulation training [simulation group (SIM)] and 15 to no simulation training [control group (CON)]. Clerkship logs demonstrated that SIM students participated in more deliveries than CON students (9.8 +/- 3.7 versus 6.2 +/- 2.8, P < 0.005). SIM reported increased confidence in ability to perform a vaginal delivery, when compared with CON at the end of the clerkship (3.81 +/- 0.83 versus 3.00 +/- 1.0, respectively, P < 0.05). The overall delivery performance score was significantly higher in SIM, when compared with CON at week 1 (3.94 +/- 0.94 versus 2.07 +/- 1.22, respectively, P < 0.001) and week 5 (4.88 +/- 0.33 versus 4.31 +/- 0.63, P < 0.001) in the simulated environment., Conclusions: Students who receive simulation training participate more actively in the clinical environment during the course of the clerkship. Student simulation training is beneficial to learn obstetric skills in a minimal risk environment, demonstrate competency with maneuvers, and translate this competence into increased clinical participation and confidence.

Published
2009
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47. An interactive computer program for teaching residents pap smear classification, screening and management guidelines: a pilot study.

Author

Banks E, Chudnoff S, Freda MC, and Katz NT

Subjects
Analysis of Variance, Curriculum, Educational Measurement, Female, Humans, Internet, Obstetrics education, Pilot Projects, Teaching methods, Uterine Cervical Neoplasms pathology, Education, Medical, Continuing, Gynecology education, Internship and Residency methods, Internship and Residency standards, Papanicolaou Test, User-Computer Interface, Uterine Cervical Neoplasms diagnosis, Vaginal Smears classification
Abstract

Objective: To assess the feasibility, utility and resident attitudes towards an interactive, Web-based computer learning program., Study Design: Pretest/ posttest evaluation of an interactive curriculum to teach current recommendations for cervical cancer screening and classification and management of abnormal Pap smears. Thirty-five Obstetrics and Gynecology (OB/ GYN) residents were encouraged to complete a Web-based computer program that consisted of a pretest, 9 educational sections (3 didactic and 6 case based), a posttest and an exit survey. Clinical cases involved virtual case management of patients' cytologic, histologic and colposcopic images. Mastery was set at 82% (or 23/28 correct answers)., Results: Thirty-one of the 35 residents (89%) completed the curriculum. No resident demonstrated mastery (82%) on the pretest; 15 of 31 residents demonstrated mastery on the posttest (p = 0.04). Mean improvement for all residents was 9 additional questions answered correctly. All the residents thought that the Web site was useful and covered all the learning objectives and would recommend it to other residents., Conclusion: A program to teach current cervical cancer screening, classification and abnormal Pap smear management guidelines was useful, feasible and well accepted by residents in this population.

Published
2007

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