bluuebunny/crossref_metadata_2025_split huggingface dataset:
RRDB: a comprehensive and non-redundant benchmark for RNA–RNA docking and scoring
Authors: Yan Yumeng , Huang Sheng-You 
Published: September 2017

AbstractMotivationWith the discovery of more and more noncoding RNAs and their versatile functions, RNA–RNA interactions have received increased attention. Therefore, determination of their complex structures is valuable to understand the molecular mechanism of the interactions. Given the high cost of experimental methods, computational approaches like molecular docking have played an important role in the determination of complex structures, in which a benchmark is critical for the development of docking algorithms.ResultsMeeting the need, we have developed the first comprehensive and nonredundant RNA–RNA docking benchmark (RRDB). The diverse dataset of 123 targets consists of 78 unbound-unbound and 45 bound-unbound (or unbound-bound) test cases. The dataset was classified into three groups according to the interface conformational changes between bound and unbound structures: 47 ‘easy’, 38 ‘medium’ and 38 ‘difficult’ targets. A docking test with the benchmark using ZDOCK 2.1 demonstrated the challenging nature of the RNA–RNA docking problem and the important value of the present benchmark. The bound and unbound cases of the benchmark will be beneficial for the development and optimization of docking and scoring algorithms for RNA–RNA interactions.Availability and implementationThe benchmark is available at http://huanglab.phys.hust.edu.cn/RRDbenchmark/.Supplementary informationSupplementary data are available at Bioinformatics online.
Oscillation Theory for the Density of States of High Dimensional Random Operators
Authors: Groß mann Julian , Schulz-Baldes Hermann , Villegas-Blas Carlos 
Published: September 2017

Abstract
Sturm–Liouville oscillation theory is studied for Jacobi operators with block entries given by covariant operators on an infinite dimensional Hilbert space. It is shown that the integrated density of states of the Jacobi operator is approximated by the winding of the Prüfer phase w.r.t. the trace per unit volume. This rotation number can be interpreted as a spectral flow in a von Neumann algebra with finite trace.
Are We on the Same Page? A Multi-Institutional Evaluation of Faculty and Resident Training Needs
Authors: Braun Kelli , Swift Steven , Beasley Anitra , Wyatt Tasha , Toomey Mitchell , Stepleman Lara 
Published: September 2017

BACKGROUND:
Resident and faculty needs are important in guiding the educational agenda; studies demonstrate that these groups do not always agree on needs. A previously piloted 50-item needs assessment evaluating content areas of feedback, the 15 Ob-Gyn milestone procedures, and simulation was used to assess and compare faculty and resident needs.

METHODS:
The needs assessment was administered electronically to two academic Ob-Gyn residency programs (located in South Carolina and Texas) in June 2016; all items were ranked on a 5-point agreement scale. Equivalent versions were written to capture resident and faculty perceptions of the training program; results were anonymous and participation was voluntary.

RESULTS:
Forty-two surgical faculty (52.5%) and 47 residents (62.5%) completed the needs assessment; t tests compared resident/faculty group differences. Both groups agreed on the adequacy of surgical content, however, faculty consistently self-reported delivering feedback at a significantly higher level than residents' perceived receiving it (P<.05) for 8/16 feedback items. Overall, both groups were least satisfied with training in breech vaginal delivery, 3rd/4th-degree laceration repair and operative vaginal delivery; residents were most satisfied with training in cesarean delivery while faculty were most satisfied with laparoscopy. Both groups agreed simulation can improve procedure performance; no significant differences existed. These findings were consistent between institutions, although each institution's levels of agreement differed for individual items.

DISCUSSION:
Although residents and faculty agree on areas of strengths and weaknesses, significant differences exist in perception of feedback delivery and reception.
Behind the Curtain: What Makes the Land of OB GYN Appealing to Our Students
Authors: Green Isabel , Riddle Julia 
Published: September 2017

BACKGROUND:
In 2005, in response to a decline in residency applications in OBGYN, the American College of Obstetrics and Gynecology Presidential Task Force outlined strategies for attracting medical students to OBGYN. Our program implemented interventions across all years of medical school education, increased efforts to “teach the teachers,” and improve faculty and resident relations with students. Application rates increased, but little is still known about which interventions work.

METHODS:
This qualitative study received IRB approval. Students applying or recently matched into OB GYN residency programs from the Class of 2014–2016 were included. Eleven participants completed a phone interview exploring why they chose OB GYN, focusing on positive and negatives experiences. The survey instrument was designed to include open ended questions and a Likert-type survey. Grounded theory methodology was used for analysis. Participants received a $50 Starbucks card.

RESULTS:
Preliminary analysis identified the following themes: 1) potential for a “meaningful” job and a future role in women's health, advocacy for women or empowerment of women; 2) first impressions in the clinical clerkship and “welcoming” teams; 3) content and diversity of our field; 4) impact of supportive mentors in career decisions.

DISCUSSION:
Participants identify important events that even precede medical school, but commonly highlight finding meaning in their work, and identifying with others that share in their interest and goals as guiding them toward OB GYN.
Interdisciplinary Obstetric Simulation for Common Obstetric Emergencies
Authors: Durst Jennifer , Temming Lorene , Gamboa Christine , Tuuli Methodius , Macones George , Young Omar 
Published: September 2017

BACKGROUND:
Duty hour restrictions limit trainee exposure to obstetric emergencies. Additionally, nursing turnover creates an area of need for increased education for preparation for these emergencies. Simulation has been used to improve physician performance, communication, and medical documentation; however, whether these benefits extend to all providers is understudied.

METHODS:
We conducted a quasi-randomized prospective educational trial targeted toward L&D nurses with less than 2 years' experience and junior obstetric residents. Participants were exposed to a pretest examining their knowledge (multiple choice, yes/no, free text responses) and comfort level (measured utilizing the Likert scale) with three common obstetric emergencies: shoulder dystocia, emergency cesarean delivery, and eclampsia. Participants underwent a simulation of one of the scenarios, watched their video-taped performance, participated in a debrief and educational session, and then repeated the simulation. Participants were administered a posttest following the simulation.

RESULTS:
Eighteen L&D nurses and 17 obstetric residents participated. Examination of the pre- and posttest results revealed improvements in the comfort level with shoulder dystocia maneuvers (P=.0178), communication during a shoulder dystocia (P=.0339), medical management of an eclamptic seizure (P=.0190), and knowledge of how to appropriately administer magnesium to an eclamptic patient without an IV (P=.0047).

DISCUSSION:
Interdisciplinary collaboration through the use of obstetric simulation can be utilized to improve knowledge and comfort necessary for the management of obstetric emergencies for both obstetric residents and L&D nurses.
Operative Learning Needs and Preparation for the Gynecologic Operating Room: A Comparison Between Junior and Senior Residents
Authors: Wood Sara , DaRosa Debra , Park Yoon Soo , Tekian Ara 
Published: September 2017

BACKGROUND:
Differences in operative learning needs and preoperative educational resources utilized by OBGYN residents across postgraduate year (PGY) levels in preparation for gynecologic operative cases are unknown. Understanding these learning needs and preparatory patterns can inform surgical curricula development and address gaps in preparation.

METHODS:
A cross-sectional survey developed with validity evidence was administered to a registry of 19 OBGYN residency programs. Residents were surveyed on 12 operative learning needs that persisted following routine preoperative preparation and resources utilized to prepare for gynecologic surgical cases and the frequency of use.

RESULTS:
Participants included 214 residents distributed similarly across PGY levels. The frequency of unmet operative learning needs was consistent across PGY levels with no differences in 8 of 12 topic areas. Junior and senior residents reported a similar ranking of their most frequently unmet operative learning needs in topics of anatomy, patient outcomes, suture selection, and follow-up procedures. No significant differences between junior and senior residents were noted in their regular/frequent use of preparatory educational resources, and more than 90% of both groups reported YouTube as the most commonly accessed web-based resource.

DISCUSSION:
Despite differences in years of training and surgical case experience, junior and senior residents reported similar unmet operative learning needs and preparatory resource utilization. These findings call for improved alignment in training and identify considerations for future surgical curricula development.
Single-Facilitator Case-Based Learning as an Alternative to a Didactic Curriculum in the Obstetrics and Gynecology Clerkship
Authors: Potts Lauren , Rodriguez Isabel , Livingston Elizabeth , Brown Haywood 
Published: September 2017

BACKGROUND:
Case-based learning is a pedagogical model that has become popular among medical curricula. Intended benefits over traditional, lecture-based didactics include greater learner participation due to active use of knowledge and problem-solving techniques, collaboration among colleagues, and clearer translation to the clinical setting. Limited data exist as to whether this format leads to enhanced learning, improved performance on standardized examinations, or greater interest in the specialty.

METHODS:
This study utilized an electronic questionnaire distributed to two consecutive cohorts of medical students. The first cohort followed an established didactic curriculum consisting of lectures from multiple faculty experts, and the second completed case-based sessions led by a single faculty facilitator. The questionnaire consisted of 10 items assessing medical student satisfaction with their learning and career plans. Official shelf examination score reports were obtained. Chi-square and student t tests with a Bonferroni correction for multiple comparisons were performed to evaluate the difference between each cohort.

RESULTS:
A total of 40 students completed the questionnaire, 22 in the didactic cohort and 18 in the case-based cohort. A greater proportion of students undergoing the case-based curriculum felt that their educational sessions were time well spent (67% versus 18%, P=.004) and that they were of greater quality than the curricula of other clerkships (44% versus 0%, P=.002). No differences were identified between career interest or perception of faculty engagement in student learning. There were no differences between cohorts in shelf examination scores, time spent in preparation, or subjective readiness for the examination.

DISCUSSION:
Medical students reported greater satisfaction with single-facilitator, case-based learning over traditional lecture-based curriculum in the Obstetrics and Gynecology clerkship. Although no differences were noted between interest in the field or performance on national standardized examinations, positive experiences during their clerkship may lead to enhanced engagement with the content, perceptions of the specialty, and care for patients with obstetric or gynecologic diagnoses.
Sustainable Global Health Education in Obstetrics & Gynecology: Meeting the Administrative Demands
Authors: Ray Chadburn , Ferris Daron , Braun Kelli 
Published: September 2017

BACKGROUND:
While resident interest in global health education has increased, the administrative demands of providing a meaningful and safe international experience have also grown. In 2012, the Department of OBGYN at the Medical College of Georgia (MCG) established a global women’s health program, including an international rotation.

METHODS:
After constructing a program outline, identifying stakeholders, establishing educational goals and objectives, and determining available resources, an educational program in global women’s health was developed. Barriers related to finance, educational structure, and personal/professional liabilities were resolved. ACGME requirements were reviewed, including: 1) supervision; 2) establishment of competency-based goals and objectives; and 3) evaluation. A program letter of agreement was signed with the international practice site.

RESULTS:
Since program inception, 88% of eligible residents (16 of 18) have completed the educational modules and international rotation, averaging 4 weeks abroad. Educational goals and objectives are based on epidemiology related to global health and disease-specific clinical practice. Residents complete online modules and participate in weekly departmental conferences via videoconference. Residents log procedural data and duty hours while abroad. A competency-based evaluation is completed by the supervising physician. The average cost per resident for travel, insurance, and housing is $2,416, paid by the department. The supervising physician is compensated by the department. MCG pays resident salary and benefits while abroad.

DISCUSSION:
As popularity for global health education has grown, the administrative requirements have become prescriptive to ensure a meaningful educational experience.
A Needs Assessment Report for Development of an Obstetrics and Gynecology Skills Elective
Authors: Hyer Jennifer , Tocce Kristina , Steinauer Jody 
Published: September 2017

OBJECTIVE:
We completed a needs assessment for obstetrics and gynecology exam and procedural skills to inform a 4th-year exam and procedural skills elective.

METHODS:
We surveyed 4th-year medical students matching in ob-gyn and junior ob-gyn residents about what skills should be included in a 4th-year procedure elective. We created a 15-question survey of ob-gyn exam and procedural skills using APGO Medical Student Educational Objectives and Year One Milestones, with answers on a Likert scale.

RESULTS:
Ten (7%) 4th-year medical students who matched into ob-gyn residency and 18 (48%) ob-gyn residents at the University of Colorado completed the survey. They identified basic ultrasound skills (96%), postoperative care (96%), and surgical preparation (93%) as the most valuable procedural skills to include in a 4th-year medical school elective for students entering into an obstetrics and gynecology residency. The procedural skills with the lowest support for to inclusion in an elective were hysteroscopy (32%), laparoscopy (43%), and colposcopy (61%).

CONCLUSION:
Students entering ob-gyn and junior ob-gyn residents desire training in ultrasound skills, basic surgical preparation, and postoperative care education over more complex ob-gyn procedural skills before residency. We will use these results to create a 4th-year medical student elective that includes these skills.
The Innovative Use of a Paging Simulation to Assess Professionalism and Communication Competencies
Authors: Bell Carrie , Lawrence Emma , Powers Holly , Bailey Joanne , Morgan Helen 
Published: September 2017

BACKGROUND:
Communication and professionalism competencies present assessment challenges for medical educators at the undergraduate and graduate medical education levels. A simulated paging curriculum could provide an opportunity to assess and supply feedback on the level one milestone Professionalism and Communication competencies for medical students matching into OBGYN residencies.

METHODS:
Fourth-year medical students enrolled in a 4-week residency preparation course participated in a paging simulation curriculum consisting of six cases. A Certified Nurse Midwife (CNM) simulated the role of floor nurse and recorded the time from the page to a response time. After each case, the CNM assessed level one communication competencies for each student using a 100 mm visual analogue scale. The CNM assessed global effectiveness in communication using a 1–10 scale.

RESULTS:
A response time within 5 minutes occurred for 83% of the 171 pages sent. Sixty percent of pages were returned in under 3 minutes. The mean score for “respectful when communicating” and “cooperative when communicating” was 87 and 86%, respectively. Assessment of “structured when communicating” had a mean of 77% and “able to gather and share information” 75%. The overall mean score for global effectiveness of communication during the scenario was 9.

DISCUSSION:
The paging simulation offered a unique platform for the assessment of Professionalism and Communication level one competencies. While students were effective when communicating, structured conversation, and the ability to gather and share information might be improved. This curriculum provided an opportunity for informed feedback to individual students on these necessary skills in an OBGYN residency.
The Rate of Medical Student Mistreatment in Clinical Clerkships: The Impact of Increasing Awareness
Authors: Schefter Alexandra , Elson Marygrace , Stockdale Colleen 
Published: September 2017

BACKGROUND:
Mistreatment is a topic of increasing study and importance, as rates of medical student-reported mistreatment have escalated in recent years. Historically, Ob/Gyn is known to have high rates of mistreatment, second only to General Surgery. Our goal was to determine how an intervention to increase awareness would impact the rates of reported mistreatment, and more specifically address institution-specific shortcomings.

METHODS:
Presentations about mistreatment were given by the Associate Dean for Student Affairs and Curriculum to students beginning clinical clerkships, and also to the Department of Ob/Gyn starting January 2016. Required electronic postclerkship evaluations given to every student following clinical clerkships before and after this presentation were eligible for analysis (2011–2016). Rates and classification of student-reported mistreatment were analyzed.

RESULTS:
Of the completed surveys, 148 of 7,332 (2.0%) students reported mistreatment before the presentation was given versus 45 of 1,583 (2.76%) students reporting mistreatment after the presentation, P<.046. Thirteen total incidents of mistreatment in the Ob/Gyn department were reported. The majority (56%) of reported mistreatment was classified as “public belittlement or humiliation.”

DISCUSSION:
It appears the dean increased awareness with students, resulting in a significantly increased rate of reported mistreatment. There were too few incidents in the department of Ob/Gyn to note whether the presentation to the members of the department had a positive or negative impact on the rate of mistreatment.
Colposcopy Simulation: A Necessary Tool in an Era of Decreased Referrals
Authors: Cronin Beth , Hampton Star , Kenton Kimberly 
Published: September 2017

OBJECTIVE:
To develop a comprehensive curriculum and simulation for educating trainees on screening, evaluation and treatment of cervical dysplasia.

METHODS:
A needs assessment demonstrated that our residents' colposcopy numbers are low compared to American Society for Colposcopy and Cervical Pathology mentoring program expectations (mean of 22.6 per resident compared to 25 recommended). Existing colposcopy didactic content was updated and image review slides improved. An existing colposcopy simulation model was streamlined and enhanced with pathology specimen cervices to better simulate the colposcopic exam. Each resident completes the simulation at the start of their 6-week colposcopy rotation, allowing for hands-on training with the colposcope, proper techniques for biopsy acquisition and simulated patient conversations prior to having these experiences with patients.

EVALUATION:
Eight residents have completed the revised curriculum during the 2016–2017 academic year. I plan to continue to assess experiences and knowledge using a questionnaire tool before and after simulation and postrotation knowledge assessment. In the future, I would like to do a multi-institution assessment given the small numbers of trainees rotating at any given time in our residency program.

DISSEMINATION:
Submission of curriculum simulation construction tutorial to MedEdPORTAL for publication.

REFLECTIVE CRITIQUE:
I have learned the importance of a needs assessment, and how to improve existing materials to make them more useful for all participants. I plan to continue to update and improve didactic content at staggered intervals to ensure materials stay up to date. I hope to collaborate with others to help implement the simulation curriculum nationally.
Creation of a Virtual Community Resource to Optimize Resident Self-Guided Learning
Authors: Dancz Christina , Ciotti Mary , Muderspach Laila , Ciotti Mary , Hueppchen Nancy 
Published: September 2017

OBJECTIVE:
To develop a tool to create an online clearinghouse for resident self-guided learning.

METHODS:
We identified a need for a repository of educational resources. Surveys and group discussion identified: 1) desirable characteristics for an “ideal” resource, 2) four priority topics for testing, and 3) learning goals/objectives. The online tool was designed using Blackboard, which launched June 1, 2016, for testing.

EVALUATION:
Residents were surveyed about existing tools. Three existing websites were used, two purely educational and one patient care. Only the site for patient care was accessed by the majority of the residents (75.8%) at least once. Of 36 residents, at 5 months, 15 (41.7%) never logged into Blackboard. Of the 21 residents that logged in at least once, the average length of time reviewing information was 0.99±1.3 hours. Baseline knowledge was assessed using quizzes on bleeding. The average score on the quiz was 65.7±16.4%, N=17. Self-assessment of efficiency and ability to find resources was obtained.

DISSEMINATION:
Preliminary results of the resource tool, resident uptake and 6-month survey data will be ready to present at the CREOG APGO annual meeting in 2017, 12-month data will be presented at the CREOG APGO annual meeting in 2018. Our goal is to publish an open-domain version on MedEdPortal.

REFLECTIVE CRITIQUE:
Overall, website development was able to satisfy most of the factors deemed important by the residents. Approximately 40% of the residents have never logged into the website at 5 months. Future efforts will be directed toward incentivizing utilization.