bluuebunny/crossref_metadata_2025_split huggingface dataset:
Publication Rate of Abstracts Presented at the Annual APGO/CREOG Meeting
Authors: Nitsche Joshua , Richards Bronwyn , Nae Ana-Maria , Brost Brian 
Published: October 2019

PURPOSE:
To determine the publication rate of abstracts presented at the Annual APGO/CREOG Meetings and compare it to rates from other medical education conferences.

BACKGROUND:
Abstract presentations at conferences represent an important means of disseminating scholarly activity. Failure to publish educational research in peer-reviewed journals leads to unnecessary duplication and publication bias.

METHODS:
The following characteristics were recorded from the 2014-2015 APGO/CREOG meeting abstracts: format (oral/poster), award status, type of scholarship (research/educational innovation), methods (quantitative/qualitative), and number of centers involved. Medline and Google Scholar were searched using the names of the first and last author, and key-words from the title and abstract. Chi-square and Fisher’s exact tests were performed to determine which characteristics were associated with publication. The previously reported publication rates from the 2005-2006 Research in Medical Education (RIME) and the Canadian Conference on Medical Education (CCME) conferences were compared to the APGO/CREOG abstracts.

RESULTS:
314 abstracts were reviewed, and 29 (9%) were published. Award winning and oral abstracts, but none of the other characteristics, were associated with higher publication rates. Of the 445 abstracts reviewed from the RIME and CCME conferences 141 (31%) were published, which is a significantly higher rate than those from the APGO/CREOG meetings (p>0.05).

DISCUSSION:
Award winning and oral abstracts were more likely to be published. The rate of publication for abstract presented at APGO/CREOG meetings is notably lower than other conferences. APGO/CREOG should consider ways to increase the publication rate which would potentially enhance the reputation of both the presenters and the Annual Meeting.
“I’d Like to Thank the Academy”… Reflections on Our Inaugural Fellows Academy
Authors: Ratan Rini 
Published: October 2019

PURPOSE:
To create a department-wide Fellows Academy to provide senior trainees with an inclusive educational forum, inter-divisional mentorship, networking opportunities and wellness activities.

BACKGROUND:
Fellows in the final stages of training can often become siloed within divisions as they narrow their scope of practice. We created a Fellows Academy to bring together fellows across sub-specialties to discuss common issues as they prepare for independent practice and to enhance a broader sense of community within our department.

METHODS:
We conducted an initial needs assessment survey to determine interest, meeting frequency, and topics of interest. In response, we planned three talks for the year - one on malpractice and one about preparing for a job interview - both requested by 80% of respondents. We also included a joint wellness session with residents about writing a condolence letter to a patient or her family. Fellows evaluated each individual session as well as the overall program.

RESULTS:
48% of fellows completed the needs assessment. 70% felt that a Fellows Academy would be beneficial to their training and 30% were unsure. Evaluations of the individual events were extremely positive. All three sessions received a mean rating 5.0 out of 5.0. Representative comments included, “thanks for organizing this was a great and under-addressed topic” and “moving

DISCUSSION:
Helpful exercise. At the conclusion of the academic year, 100% of respondents felt that the Fellows Academy should be continued.
Incorporating a Resident-Driven Quality Improvement Process Change Through a Lean Transformation of Post-Partum Hemorrhage (PPH) Care
Authors: LaRue Sara , Wood Sara 
Published: October 2019

PURPOSE:
To investigate a resident-driven quality improvement lean event to improve satisfaction in PPH management.

BACKGROUND:
Interdisciplinary PPH response strategies are recommended as standard of care. OBGYN resident perceptions regarding PPH management prompted an interprofessional quality improvement lean event to create a systems process change on the post-partum unit.

METHODS:
This was a pre-/post-intervention study evaluating the impact of a lean event that created new hemorrhage protocols (intervention) on postpartum units including: medication safety bundle, assigned/clarified roles for providers, and a streamlined communication process. The survey queried respondents regarding team communication, access to uterotonics and analgesia, and perception of overall patient safety during PPH. It was administered to resident physicians and post-partum nurses prior to the system changes and at 6 and 12-month intervals. These results were compared using nonparametric analyses.

RESULTS:
Participants included 15 residents and 16 nurses. Pre-intervention, there was a significant difference in the overall perception of safety when comparing resident and nurse response (p=0.0495) with residents perceiving a less safe environment. Post-intervention, overall satisfaction among the 2 groups was improved at the 6 & 12 month intervals (p<0.05) without discrepancy between the groups. Nurse results demonstrated significantly increased satisfaction with team communication and IV access protocols (p<0.05).

DISCUSSION:
Resident led quality improvement events can result in improved satisfaction of interprofessional team members in PPH care with improvements maintained over 12 months. Reaching a shared perception and mental model between nursing and residents in the care of PPH can further be studied from the patient’s perspective.
Let’s All Have Big Fun on the Bayou: Exploring Gender Differences in Year-End Faculty Evaluations
Authors: Wagoner Krista , Dempsey Angela , Savage Ashlyn , Johnson Donna , Carter Jessica 
Published: October 2019

PURPOSE:
Evaluate how female and male faculty score themselves on self-evaluations compared to each other and the Chairperson.

BACKGROUND:
For decades, women have been proportionately represented among ob/gyn residency graduates. However, male ob/gyn faculty are disproportionately represented among leadership positions and rank of professor and male salaries remain higher. Advancement and salaries are often based on evaluations.

METHODS:
We analyzed de-identified departmental data from 2015-2018, comparing the mean self-evaluation score (range 1-5) for female and male faculty and the difference between self and Chair rating for patient care, education and research. Continuous variables were analyzed using student t-tests.

RESULTS:
The mean number of female and male faculty during the study period was 16 and 15 respectively. The rank of female and male faculty were 69% and 47% assistant, 31% and 20% associate and 0% and 33% professors, respectively. Self-ratings for women and men were 4.1 vs. 4.5 (p=0.04) for patient care, 3.8 vs. 4.3 (p<0.001) for education, and 3.6 vs 3.8 (p=NS) for research. Compared to the Chair rating, the mean difference for female and male self-evaluation was similar in patient care (0.72 vs. 0.53, p=NS) and research (0.22 vs. 0.25 p=NS) but differed in education (0.9 vs. 0.5 p<0.01).

DISCUSSION:
Faculty self-evaluation differed between women and men; women consistently rated themselves lower, with significant discrepancies in patient care and education. Chair ratings were comparable, but were higher for females in education. The cause and impact of this gender difference in faculty evaluation merits further study.
Outcomes of a Transgender Care Training Program in Obstetrics and Gynecology Resident Education
Authors: Tappy Erryn , Katler Quinton , Marfori Cherie 
Published: October 2019

PURPOSE:
We sought to evaluate outcomes of an Obstetrics and Gynecology (OB/GYN) resident education program on transgender health.

BACKGROUND:
OB/GYNs are often frontline providers for the transgender community, as patients may first present to an OB/GYN with symptoms of gender dysphoria or postoperative care needs and complications. Both the American College of Obstetricians and Gynecologists (ACOG) and the Council on Resident Education in Obstetrics and Gynecology (CREOG) have developed key areas of competency pertaining to the care of transgender patients by OB/GYNS. To date, standardized educational curriculums on these competency areas are not available.

METHODS:
Residents at our institution completed a 2.5-hour training on transgender health comprised of a standardized patient interaction, debriefing session, and didactic session led by an expert on transgender gynecological care. A 42 item pre- and post-training survey evaluated participant demographics, a validated transphobia questionnaire, medical knowledge of transgender care and preparedness to provide transgender care.

RESULTS:
Eighteen residents and medical students completed the training. The average pre- and post-training knowledge assessments scores significantly improved from 74.8% to 88.9%, (p<0.001). Specifically, knowledge of transgender health disparities, professional guidelines, and management of abnormal uterine bleeding all significantly improved. Baseline transphobia scores were low and did not significantly change. Residents felt more prepared to collect a transgender focused medical history, provide referrals, and access additional educational resources.

DISCUSSION:
Our training improved residents’ knowledge and preparedness to provide a variety of aspects of transgender care. This training was feasible, reproducible and positively received by the resident participants.
Targeted Interventions to Improve Resident Well-Being
Authors: Brolinson Marja , D'Angelo Karen , Hommema Laurie , Auciello Stephen 
Published: October 2019

PURPOSE:
To quantify and compare physician well-being and incidence of burnout across residency programs at our institution, emphasizing program-specific and resident-driven interventions.

BACKGROUND:
As the national conversation regarding physician well-being evolves, the importance of addressing physician burnout has come to the forefront. Our institution identified moderate levels of burnout across all residency programs, and thus initiated institution-wide efforts. Literature suggests utilizing organization-wide and targeted interventions together has the most significant impact on improving well-being and reducing burnout.

METHODS:
A Modified Maslach Burnout Inventory (MBI) survey is distributed annually to all residents at our institution. Results from 2015-2018 were analyzed to track changes in burnout scores. All residents participated in institution-wide interventions. Some departments initiated additional resident-determined program-specific interventions.

RESULTS:
Mean MBI scores qualified for moderate burnout for all programs across all years. Most programs utilizing institution-wide interventions demonstrated no change in burnout scores; while some, specifically OB/GYN, saw a statistically significant increase in burnout scores (p<0.001). Departments with program-specific interventions demonstrated decreased scores during the same time period.

DISCUSSION:
Residency programs utilizing targeted interventions demonstrated marked improvement in burnout scores. Amongst those without targeted interventions, OB/GYN demonstrated the largest increase in burnout, suggesting differing etiologies of burnout for individual programs, with OB/GYN being uniquely susceptible. We plan to combat this by utilizing a guided focus group of OB/GYN residents to identify drivers of burnout and specific interventions addressing these factors, using the Mayo Well-Being Index to track anticipated improvement. Continued work in evidence-based strategies addressing the challenge of burnout will ultimately produce more engaged physicians.
Too Many Learners? Do Students Belong in Resident Continuity Clinics?
Authors: Chaalan Tina , Landis-Lewis Deborah , O’Connor Kelly , Popp Bryan , Hammoud Maya , Mowers Erika 
Published: October 2019

PURPOSE:
Determine the prevalence of medical students in OBGYN resident continuity clinics and describe effects on the learning environment when students and residents work together in this setting.

BACKGROUND:
Patient continuity is an ACGME requirement often fulfilled through a resident run continuity clinic. It’s unknown how frequently students rotate in these clinics, or how multiple levels of learners influence each other.

METHODS:
We surveyed OBGYN program managers using a national listserv. Resident and student surveys were based on a Likert scale and sent to all OBGYN residents and students that rotated at our institution from 2016-2018.

RESULTS:
Program managers responded from 45 programs and 75.6% scheduled students in resident continuity clinics. Our response rates were 79/116 (68.1%) for students and 21/24 (87.5%) for residents. A one-sample Wilcoxon signed rank test was used to test the hypothesis that the typical response on the five-level Likert scale was “Agree” or “Strongly Agree.” Of medical students, 88.6% stated that they agreed or strongly agreed they enjoyed working with residents (p<0.001) and 60.8% stated they agreed or strongly agreed residents were effective teachers (p<0.001). Among residents, 52.4% agreed or strongly agreed that they enjoyed working with students (p<0.001). However, 61.9% said they agreed or strongly agreed they were too busy to be effective teachers (p<0.001).

DISCUSSION:
Many institutions have students rotate in resident continuity clinics. Residents and students have positive views regarding their interactions. Although students were satisfied, residents expressed concerns about their ability to be effective teachers given clinical demands. Our results highlight the importance of developing resident teaching skills.
An Introduction to the Medical Management of Obesity in Women's Health and the Management of the Post-Bariatric Surgery Patient During Pregnancy
Authors: Cook James 
Published: October 2019

PROBLEM:
Medical students lack knowledge about the effects of bariatric surgery on pregnancy and medical management of obesity related to women's health. Additionally, there is bias toward obese patients among clinicians and learners.

INTERVENTION:
We designed a flipped classroom learning experience focused on teaching medical students about the impact and management of obesity and bariatric surgery on pregnancy and women’s health, using pre-reading and clinical vignettes. Students take the Implicit Attitude Test (IAT) before the seminar and are asked to read two review articles; an ACOG Practice Bulletin and Endocrine Society Practice guideline. During a 60-minute, in-person seminar students first work in small groups to discuss clinical vignettes and answer questions/design treatment plans, and then discuss their results on the IAT and how bias may affect patient care. Faculty preceptors oversee the work and lead discussion.

CONTEXT:
Occurs as part of third-year ob-gyn clerkship curriculum.

OUTCOME/LESSONS LEARNED:
Our pilot application of this educational experience measured basic knowledge about obesity and bariatric surgery and their impacts on pregnancy and women’s health. Our preliminary results were reassuring, albeit a very small sample size of 11, showed an improvement in pre and posttest quizzes, with an overall improvement from 53% correct to 84% correct. Our study utilized a cross over design with testing to reduce bias. The assessment of students’ feelings about the seminar's discussion regarding bias was positive with over 90% of respondents reporting they either strongly agreed or agreed the discussion of bias was useful to them as medical students.
Implementation and Feasibility of a Student/Resident Mentorship Program and its Impact on Student Satisfaction and Clerkship Evaluation
Authors: Farez Rahmouna , Kaljo Kristina 
Published: October 2019

OBJECTIVE:
We implemented a resident/student mentorship program during the 3rd-year, ob-gyn clerkship. We studied implementation and feasibility and evaluated impact on student satisfaction and students’ evaluations of resident teaching.

METHODS:
In this pilot, prospective cohort study, students at one of three sites were paired with a resident mentor. Students spent at least 4 half days with their mentors, and mentors were to review an H&P, observe a gynecologic exam, and provide feedback. An online survey was used to determine the number of mentor pair meetings and to obtain feedback. We compared end-of clerkship student evaluations of the rotation and of residents (mentor site v. others). Currently, residents are rated as educators at a mean of 3.85 out of 6 (SD 0.99). To detect a mean difference of 1.0 or greater, with power of 0.9, we needed a sample size of at least 10 in each group.

RESULTS:
Between June and October of 2018, 30 students rotated at the mentor program site, and 68 students rotated at the other two sites. Of the students in the mentor site, we received 17 survey responses. On average students reported 2.5 meetings (range 0-5). Written comments were overall positive but also highlighted challenges in execution of the program. Students rated residents more highly as educators at the mentor site than the non-mentor sites (4.49, SD 0.72 vs. 4.35, SD 0.76, p=0.39).

CONCLUSION:
We conclude a resident/student mentorship program is feasible and may result in higher teaching evaluations of residents.
Does a Problem Based Curriculum Enhance Knowledge of CREOG Objectives in an Obstetrics and Gynecology Residency Program?
Authors: Jean-Baptiste Stephanie 
Published: October 2019

PROBLEM:
The Council on Resident Education in Obstetrics and Gynecology (CREOG) has set forth educational objectives to be met by the completion of a resident’s four-year training. Many residency programs are challenged with creating a curriculum that encompasses the breadth of knowledge expected to be attained by our residents. Problem based learning (PBL) has been shown to benefit undergraduate medical education as evidenced by a higher retention of material and greater student satisfaction; however, little is known about incorporating this method of learning into an obstetrics and gynecology resident education program.

INTERVENTION:
A structured approach to reviewing CREOG topics was compared utilizing a weekly PBL curriculum followed by a weekly topic curriculum consisting of assigned topic readings.

CONTEXT:
A comparison of weekly PBL versus a weekly topic based curriculum was analyzed evaluating resident performance on biweekly subject quizzes, resident satisfaction, the number of self-study hours, and the number of group study hours per week.

OUTCOME/LESSONS LEARNED:
There was no significant difference in resident performance on subject quizzes, number of self-study hours, or the number of group study hours per week between PBL versus weekly topics. Residents expressed overall satisfaction with weekly topic readings over the PBL approach, however, felt both methods were helpful in providing structured study guidance for the week. This study suggests that providing weekly reading topics on essential CREOG objectives helps provide guidance for residents to review essential topics throughout the year. The effect of long term learning between the two curriculums remains to be explored.
Needs Assessment for Lower Urinary Tract Injury Curriculum for Female Pelvic Medicine and Reconstructive Surgery (FPMRS) Fellowships
Authors: Mueller Margaret 
Published: October 2019

OBJECTIVE:
Evaluation and management of lower urinary tract injuries (LUTI) are program requirements for FPMRS fellowship. We will determine level and types of training ACGME-accredited programs utilize to teach about LUTI.

METHODS:
Two surveys conducted among LUTI Curriculum from Program Directors (PDs) and fellows. Survey construction occurred through expert review, cognitive interviews, and pilot testing. Academic FPMRS surgeons vetted the surveys. Modified Delphi process used to finalize surveys. Surveys included demographics, questions assessing current education of LUTI, and competence among graduating fellows. IRB exempt. ABOG distributed electronic survey links to graduating fellows and PDs from 58 ACGME-accredited FPMRS programs.

RESULTS:
Response rate was 69%. 34 FPMRS graduating fellows (71%) and 39 PDs (67%) completed surveys. Most held primary certification in OB/GYN (100% and 85%) with remainder having primary certification in urology. Both groups responded LUTI curriculum was important to FPMRS training. Majority of PDs utilize combination of didactics and hands-on learning (60% and 71%). Only 40% and 30% incorporate LUTI simulation curricula. Graduates report low procedure numbers to evaluate/manage LUT complications. Only 15% of graduates perform greater than 2 ureteral re-implantations. 44% graduate have no minimally invasive abdominal vesico-vaginal fistula repairs. Majority of fellows reported feeling prepared to evaluate LUTI, but nearly 1/3 feel unprepared to independently manage LUTI.

CONCLUSION:
FPMRS PDs and fellows agree LUTI curricula is important. However, most programs utilize only didactics and hands-on learning in the OR with extremely low volume, leading to decreased proficiency. Simulation is a possible solution.
Mentoring for Success in an OB/Gyn Residency Program
Authors: Stonehocker Jody , Espey Eve , Learman Lee 
Published: October 2019

PROBLEM:
The UNM OB/Gyn residency program has never implemented a formal mentoring program. Each resident was asked to choose a mentor during their intern year, but no expectations were established or accountability provided for this relationship. Because interns were asked to choose their mentors, the same small pool of mentors was repeatedly chosen and caused mentor fatigue. Struggling residents found it difficult to receive the mentoring they required. Excelling residents often had minimal contact with their mentors.

INTERVENTION:
An evidenced-based formal mentoring program was implemented in March 2018. This includes group mentoring for the first 18 months of residency and individual mentors for the remaining 2.5 years. Mentorship pairs sign a formal mentorship agreement, develop specific goals and objectives to achieve prior to their next meeting, and give written feedback on their relationship. Group mentoring covers a reading curriculum on: Transitioning from student to doctor (September), Work/Life balance (December), Discrimination in medicine (March), Coping with poor patient outcomes (June).

CONTEXT:
Faculty have increasing clinical productivity demands and often do not have time to meet with mentees. Residents must maintain an 80 hour work week. In light of these time constraints we conduct group mentoring and mentor/mentee pair meetings during the usual Grand Rounds hour once each quarter. As the Department develops a faculty compensation plan, these meetings will earn EVUs.

OUTCOME/LESSONS LEARNED:
Initial satisfaction has been high. The first group of R2s have chosen their personal mentors and includes more subspecialists. Administrative support is needed to track completion of required tasks.