bluuebunny/crossref_metadata_2025_split huggingface dataset:
Brightest galaxies as halo centre tracers in SDSS DR7
Authors: Lange Johannes U. , van den Bosch Frank C. , Hearin Andrew , Campbell Duncan , Zentner Andrew R. , Villarreal Antonia Sierra , Mao Yao-Yuan 
Published: September 2017

Abstract
Determining the positions of halo centres in large-scale structure surveys is crucial for many cosmological studies. A common assumption is that halo centres correspond to the location of their brightest member galaxies. In this paper, we study the dynamics of brightest galaxies with respect to other halo members in the Sloan Digital Sky Survey DR7. Specifically, we look at the line-of-sight velocity and spatial offsets between brightest galaxies and their neighbours. We compare those to detailed mock catalogues, constructed from high-resolution, dark-matter-only N-body simulations, in which it is assumed that satellite galaxies trace dark matter subhaloes. This allows us to place constraints on the fraction fBNC of haloes in which the brightest galaxy is not the central. Compared to previous studies, we explicitly take into account the unrelaxed state of the host haloes, velocity offsets of halo cores and correlations between fBNC and the satellite occupation. We find that fBNC strongly decreases with the luminosity of the brightest galaxy and increases with the mass of the host halo. Overall, in the halo mass range 1013–1014.5 h− 1M⊙ we find fBNC ∼ 30 per cent, in good agreement with a previous study by Skibba et al. We discuss the implications of these findings for studies inferring the galaxy–halo connection from satellite kinematics, models of the conditional luminosity function and galaxy formation in general.
To Review Student Data Regarding Clerkship Experience With Change in Curriculum Design
Authors: Kabiru-Musindi Wanjiku 
Published: September 2017

BACKGROUND:
The Ob/Gyn clerkship transitioned from a 6-week discipline specific clinical experience to an integrated 15-week surgery and reproduction curriculum. Student perception of clerkship quality across the curriculum is assessed at the end of the 3rd year and in the graduation questionnaire.

METHODS:
Year-end curriculum surveys, NBME Ob/Gyn shelf exam scores and AAMC graduation questionnaire results for students graduating 2012–2016 were examined. End-of-year NBME Ob/Gyn shelf scores were compared by year of graduation. Analysis of variance was used to compare scores in the traditional design (students graduated 2012–2015) and Integrated design (students graduated 2016).

RESULTS:
End-of-year clinical curriculum survey response rates ranged between 43.7% and 86.3%. There was a significant increase in response rates in the 2016 class (86.3%). During this period, 211, 209, 217, 242 and 180 students completed the NBME Ob/Gyn shelf exam. The mean clerkship rating increased significantly from 2012 to 2015 (P<.05). There was a decline in the clerkship rating in 2016 (3.85) but it remained higher than in 2012 (3.74). GQ survey results remained above the national mean for the same duration. There was no difference in the mean NBME subject score during this period (P=.525).

DISCUSSION:
Transition from a traditional 6-week Ob/Gyn curriculum to an integrated longitudinal curriculum with surgery resulted improving student evaluation scores and similar NBME performance.
Evaluation of a Case-Based, Community-Engaged LGB-TGNC Health Training Module for Trainees in Obstetrics and Gynecology
Authors: Mehta Pooja , Shakartzi Hannah , Mazul Julio , Potter Jennifer , Abbott Jodi 
Published: September 2017

BACKGROUND:
OB/GYN providers are frontline in providing care to LGB-TGNC people. Limited curricula specific to OB/GYN trainees exist. Deficits in competency limit access and quality of care. The AAMC and APGO/CREOG mandate inclusion of population-specific curricula.

METHODS:
Curriculum consisted of two 1-hour modules meeting APGO/CREOG learning objectives, developed in partnership with an LGB-TGNC community health center. Modules integrated role-play, small groups, and cases, focusing on culturally humble vocabulary, disparities, and best practices. We measured learner satisfaction and anticipated behavior change using Likert scales. Knowledge acquisition was assessed using a pre/post survey in a subgroup (n=14). Feedback was elicited using semi-structured questions. Responses were tabulated and de-identified. Statistical analyses was performed in STATA 13.0. Qualitative responses were coded for theme. Learners were residents and 4th-year students at three institutions.

RESULTS:
Eighty-two percent (82/100) participants responded. Eighty-one percent (67/82) highly agreed that stated objectives were worthwhile, 71% (58/82) strongly agreed that objectives were adequately met, 37% (30/82) strongly agreed that curriculum dispelled myths held, and 52% (43/82) strongly agreed and 38% (31/82) agreed that curriculum would impact their work as an OB/GYN. Gradients in pre/post knowledge acquisition were greatest for transgender health-related content. Participants wanted further training on gender-affirming hormone therapy, and legislative context.

DISCUSSION:
LGB-TGNC health is a priority in medical education. We describe an innovative curriculum with high learner satisfaction and knowledge acquisition. Next steps will address curricular limitations and evaluate impact on observed skills and health outcomes.
Evaluation of a Combined Neonatal and Obstetric Resuscitation Program in a Resource-Limited Setting
Authors: Edwardson Jill , Shilkofski Nicole 
Published: September 2017

BACKGROUND:
Philippines has some of the highest NMR (14 per 1,000 live births) and MMR (MMR 220 per 100,000 live births) in Asia. Prior studies in limited-resource settings have shown efficacy of simulation-based HBB initiatives in improving education and regional stillbirth rates. The HMS program similarly addresses emergency obstetric care.

METHODS:
Training courses in HBB/HMS were conducted for N=55 midwives in Davao, Philippines, as part of an interventional cohort study. Multiple choice exams and videotaped objective standardized clinical assessments were used to measure knowledge and skills pre- and postintervention. Outcome measures were compared pre- and postintervention using t-test comparison of means.

RESULTS:
Written knowledge tests revealed a 13% relative improvement in posttest scores (P<.001). Skill improvement in maternal resuscitation was demonstrated by decrease in average time to administration of uterotonic agent after birth from 95 to 54 seconds (P<.001) and in neonatal resuscitation by achievement of successful bag mask ventilation by 45% preintervention versus 100% postintervention (P<.001).

DISCUSSION:
Combined training in neonatal and obstetric management resulted in increased knowledge and skills for midwives in this resource-limited setting. Next steps include assessment of skill decay curves, rate of uptake of best practices, and longitudinal analysis of regional NMR and MMR.
Abortion Training in U.S. Obstetrics and Gynecology Residency Programs
Authors: Steinauer Jody , Turk Jema , Pomerantz Tali , Koenemann Katheryn , Simonson Kristin , Landy Uta 
Published: September 2017

BACKGROUND:
The Accreditation Council for Graduate Medical Education (ACGME) requires ob-gyn programs include “access to experience with induced abortion.” Yet in 2004 when last studied, only 51% included routine abortion training.

METHODS:
Directors of 240 ob-gyn residency programs were invited to complete an online survey. Training was considered routine when the director reported abortion training was included in a rotation dedicated to family planning and/or dedicated time for abortion training. We assessed program directors' reports of resident experience by training type using χ2, t tests, and logistic regression.

RESULTS:
One hundred ninety (79%) directors responded. Sixty-one percent reported that training was routine, 32% said it was available or optional for residents, and 7% said it was not available. Routine training, compared with optional training, was correlated with higher mean total numbers of abortion procedures per graduating resident (87.2 versus 48.1, P<.001). Seven directors (4%) reported that their program had been cited for inadequate abortion training.

DISCUSSION:
Abortion training in ob-gyn residency programs has substantially increased from 12% in 1992 to 61% in 2014, and as in other studies, routine training is associated with greater clinical competence (Almeling R, Tews L, Dudley S. Fam Plann Perspect 2000;32:268–71, 320. MacKay HT, MacKay AP. Fam Plann Perspect 1995;27:112–5. Eastwood KL, Kacmar JE, Steinauer J, Weitzen S, Boardman LA. Obstet Gynecol 2006;108:303–8). In a third of programs, residents needed to seek out training themselves, and 7% of programs offered no opportunity for training, falling short of meeting the ACGME requirement.
An Educational Intervention to Improve HPV and Cervical Cancer Knowledge Among African American College Students
Authors: Staples Jeanine , Wong Melissa 
Published: September 2017

BACKGROUND:
Although the overall incidence of cervical cancer in the United States is low, African American women carry a disproportionate burden of the disease. The incidence among Black women is nearly 50% higher than in Caucasians, and Black women are more likely than any other group to die from the disease. In order to eliminate such disparities and eradicate a virtually preventable cancer, education is crucial.

METHODS:
We completed a total of five lectures at four Historically Black Colleges. Each session included a lecture and a hands-on interactive review of HPV and cervical cancer. Participants were given a pre- and postlecture survey that assessed knowledge and beliefs related to cervical cancer, HPV, and HPV vaccination.

RESULTS:
A total of 57 students completed the surveys. Ninety-six percent of students reported knowledge of the HPV vaccine; however, only 52% reported receiving the vaccine. About 77% of students older than 21 years of age reported having a Pap test. Of the 16 knowledge-based questions, correct response rates significantly increased (74% versus 91%, P=.02) with the intervention.

DISCUSSION:
Community outreach interventions emphasizing primary prevention and early detection are necessary to reduce racial inequalities in cervical cancer morbidity and mortality. The educational intervention utilized in this study was successful in improving knowledge about HPV and cervical cancer. Further examination of the critical components for educational intervention in this population should be explored.
Divergent Perceptions of Gender Interactions in a Medical Teaching Environment
Authors: Sousa Denise , Matthews Alexandra , Yousif Mairy , Jesse Michelle , Elshatanoufy Solafa , Richardson David 
Published: September 2017

BACKGROUND:
There are limited data that suggest that female residents believe that nurses preferentially give more assistance to the male colleagues. There are no data on how nurses or medical students perceive these interactions.

METHODS:
Cross-section surveys of residents (n=490), nurses (n=1,100), and Y-3 medical students (n=80) on perceptions as to whether they found it easier to work with a specific gender, if gender impacted assistance, if one gender ask for more assistance, and gender differences in degree of compassion/empathy toward patients.

RESULTS:
The response rate was residents 39%, nurses 29%, and students 98%. Female residents reported it was easier to work with male nurses (P .002). Neither male nor female nurses felt that they showed preference or that it was easier to work with a specific gender of resident. Female residents felt males asked for more assistance (P .56), and male residents that females needed more help (P .032). Both male (32%) and female (54%) residents perceived nurses were more willing to assist male residents (P .005). Female medical students felt male nurses gave preference toward female residents (P .019) and female nurses toward male residents (P .005).

DISCUSSION:
Residents of both genders and female medical students perceived that gender bias was present in workplace interactions with nursing. Neither male nor female nurses perceived a gender preference in their behaviors.
Examining Unprofessional Behavior in the OBGYN Clerkship: A Qualitative Study of Essays Written by Students
Authors: Lackritz Katherine , Braverman Andrea , Rana Maheen , Gaspari Brooke , Wolf Abigail 
Published: September 2017

BACKGROUND:
Hearing directly from students, in the midst of the rotation, provides a unique view of students' experiences and developing professionalism.

METHODS:
We conducted an IRB-approved qualitative study analyzing professionalism themes from essays written on the required OBGYN Clerkship. Essays were analyzed from a total of 220 students and coded into eight domains with subcategories. Inter-rater reliability was established, with two coders with high levels of correlation (Kappa agreement 0.73, 95% CI 0.57–0.88). Frequencies were used for descriptive purposes.

RESULTS:
Most students chose to write about negative incidents of professionalism that they observed. The most common domain themes were: medical team dynamics (37%), patient interactions (39%), and inappropriate remarks about a patient (28%). A third of the essays also included an observation of a positive demonstration of professionalism, most commonly about prioritizing the patient's needs.

DISCUSSION:
Third-year students often struggle with their transition to the wards. At this time, students also start to demonstrate decreased empathy. Repeated exposures to faculty behaviors shape student clinical behavior and can normalize unprofessional behavior. These essays provide a window into students' real-time experiences and insight into how these experiences shape professional development. The act of writing requires that students process and reflect which creates an opportunity to improve the culture of professionalism. This study provides concrete examples to drive resident and faculty development and to reduce unprofessional behavior in the future.
Obstetric Skills Competency Curriculum for Residency Preparation
Authors: Marko Emily , Downing David , Buery-Joyner Samantha , McLeod Francine , Nieves Kelsey 
Published: September 2017

BACKGROUND:
A joint task force designed resident competency milestones from levels 1 to 5. Medical students entering residency will need to be competent at level 1 and progress through level 2 during internship.

METHODS:
A curriculum of nine obstetric skills modules for level 1 and 2 milestones was evaluated over a 3-year period. Instructional methods included team-based learning and skills workshops using low-fidelity simulated models. Assessment was performed using objective structured clinical exam. Forty-eight medical students from two campuses were given pre-/posttests, competency assessments, and confidence surveys. Follow-up surveys were collected after starting residencies.

RESULTS:
All students achieved level one competency by the end of the program. Test scores were significantly improved for each module, with the greatest improvements noted in obstetric emergencies (+56.54, P=.0001), spontaneous vaginal delivery (+42.65%, P=.0001), perineal lacerations (+34.50, P=.000), obstetric ultrasonography (+34.40%, P=.0001), and cervical assessment (+33.33%, P=.0001). Student confidence levels showed greatest improvements in obstetric emergencies (+63.14, P=.0001), perineal lacerations (+53.80%, P=.0001), and surgical principles (+46.20%, P=.0001). Follow-up surveys (1=high, 5=low) indicated that the program prepared them well in knowledge (1.73), surgical skills (2.0), obstetric skills (1.53), patient assessment (2.13), and patient management (2.4). Moreover, 86.67% of participants felt more prepared for residency than their fellow interns.

DISCUSSION:
This simulation-based curriculum for obstetric skills was effective at improving the knowledge, skills and attitudes of medical students matched into obstetric residencies. This program offers tools for milestone competencies and effectively prepared interns for day 1.
Post-call Faculty Work Restriction: A Balance Between Patient Safety and Physician Workload & Satisfaction
Authors: Dinh Tuan , Hunter Krystal , Kim Yonsook , Mama Saifuddin 
Published: September 2017

BACKGROUND:
Work hour restrictions for trainees are now commonplace, this suggests that work hour restrictions for clinical faculty may be of value in assuring patient safety, but this has to be balanced taking into account physician workload and productivity and physician perception of autonomy and satisfaction.

METHODS:
In August 2015, the department of Obstetrics & Gynecology at Cooper University Hospital instituted a no-clinical-work policy following faculty night on call. A survey of 12 questions with Likert scales was sent to all faculty in the department involved in night call. The survey was repeated at 2, 6, and 10 months after the policy change. Factors assessed included faculty concern regarding productivity (RVUs), stress level, resident teaching, autonomy, and ability to function after a difficult call. Statistical analysis was done with χ2 test.

RESULTS:
Twenty faculty started this project. The data were averaged over all three survey time points. Fifty-six percent believed that their clinical production (RVUs) worsened, conversely 66% felt that resident teaching improved after the policy change. Of the respondents, 59% felt it was unsafe to work the day after call, 48% felt it was difficult to work in the office setting after a difficult call and 73% felt it was not safe to perform complex surgical procedures after call. Improvement in family life was reported by 73% and 54% felt it would extend their careers.

DISCUSSION:
This survey shows that physician satisfaction is improved and teaching is enhanced, but work productivity is decreased in the setting of a required postcall faculty work restriction.
Preparing Fourth-Year Medical Students to Collaborate With Nurses: An Innovative Paging Curriculum
Authors: Lawrence Emma , Bell Carrie , Malone Anita , Morgan Helen 
Published: September 2017

BACKGROUND:
Effective communication and collaboration between physicians and nurses improves patient care outcomes, decreases costs, and is a crucial aspect of new interns' responsibilities. However, little formal training is provided to graduating medical students.

METHODS:
A simulated paging curriculum was administered to 4th-year medical students participating in an OBGYN residency preparation elective. Certified Nurse Midwives administered the pages, and simulated the role of a floor nurse. Students completed a survey before and after the curriculum. Students indicated on a 100 mm visual analogue scale (1=not comfortable at all, 100=extremely comfortable) their comfort gathering information, their comfort providing patient care management, and their comfort collaborating on patient care with a nurse. Pre- and postresponse means were compared utilizing paired t tests.

RESULTS:
Eleven students completed the paging curriculum, and eight (72%) responded to the survey. After the curriculum, students felt more comfortable gathering information from a nurse (before 57.1, after 87.5; P=.0071), providing patient care management with a nurse (before 47.8, after 85.6; P=.0038), and collaborating on patient care with a nurse (before 66.1, after 93.6; P=.0015).

DISCUSSION:
Medical students felt more comfortable collaborating with nurses on patient care after participating in a simulated paging curriculum. Although a limitation of our study is the small sample size, these pilot data suggest that improvement in the nursing-resident interaction can be made with innovative simulated paging curricula.
Residents as Teachers: Analysis of Performance on End-of-Clerkship Questionnaire and Correlation With Graduation Questionnaire Outcomes
Authors: Waldman Ian , Foley Evan , D'Agata Carie , Wagner Steve , MacNeill Colin 
Published: September 2017

BACKGROUND:
Several reports indicate ObGyn medical education is one of the lowest-rated of 3rd-year the core clerkships. Resident teaching is among the lowest of the areas rated. Following our department's low rating in 2012–2013 we sought to determine how resident performance as teachers (RAT) changed after instituting a series of improvements, and to validate performance changes by correlation with student comments and GQ survey outcomes.

METHODS:
Medicine and ObGyn End of Clerkship survey responses to the statement, “Residents were interested in teaching, spent time with students and treated students as valuable members of the health-care team” were collapsed into two groups (disagree or neutral, and agree or strongly agree) and compared using the Pearson χ2 Test. Differences between each year’s performance were considered significant if P<.05. Medicine clerkship responses served as a control.

RESULTS:
Medicine resident teaching performance did not change over 4 years. ObGyn performance was significantly lower than Medicine in the first year of evaluation and dropped further in the second year. Following initiation of a RAT program, ObGyn performance improved significantly and correlated with an improvement in GQ performance. Typical student responses include “I found this a great opportunity to get a lot of hands-on experience and the residents I worked with were exceptional” and “Fantastic learning experience, feel lucky to have had the opportunity and a wonderful resident supervisor.”

DISCUSSION:
Student rating of resident teaching performance improved significantly after instituting a RAT program, demonstrating that teaching performance can improve.
Diagnosis and Lifestyle Modification Counseling for Adolescents With PCOS: An Assessment of Learning Needs in OBGYN, Pediatrics, and Family Medicine Residents
Authors: Dassow Jeanie , Wood Sarah Jeanne , Raper Mandi , Holcombe Jenny M. , Fore Robert , Learman Lee A. 
Published: September 2017

OBJECTIVE:
To assess the knowledge gaps in residents of three disciplines to both accurately diagnose polycystic ovary syndrome (PCOS) and use lifestyle modification counseling with adolescents who have PCOS.

METHODS:
A 21-question survey was administered several months before and then 2 weeks after an interactive didactic session with resident physicians in Pediatrics, Family Medicine, and OBGYN at Erlanger Health System, to assess knowledge of disease mechanism, knowledge of treatment options, focus of counseling, adequacy of resources, and potential barriers to counseling. Basic descriptive and frequency analyses were conducted on all items.

EVALUATION:
Most residents, regardless of specialty, did not feel confident diagnosing PCOS in adolescents and this confidence decreased after the didactic session, presumably with increased knowledge of the complexity of PCOS. Although more than two thirds of residents acknowledged lifestyle modification as first-line management, most spent 5 minutes or less counseling on lifestyle changes. This trended consistently toward spending more time in the second survey. Most did not understand that 5% weight loss often restores menses. Residents felt barriers to counseling could be addressed via quick text links for the EHR media resources, patient didactic sessions on eating and exercise, and educational pamphlets. They expressed an interest in having such resources provided. The overall interest in lifestyle counseling increased statistically after the intervention.

DISSEMINATION:
A motivational interviewing curriculum will be developed, implemented and evaluated to address the learning needs identified by the survey, followed by repeat collection of survey data. Patient resources will be part of this. It will be submitted to the MedEd Portal.

REFLECTIVE CRITIQUE:
This needs assessment was conducted in residency programs at one institution including the three types of specialists who treat teens with PCOS. It demonstrated a need to educate these residents and equip them to better educate their adolescent patients with PCOS.