دورية أكاديمية
AuduBon-Bons: Bite-Sized Learning for Residents in the Ambulatory Obstetrics and Gynecology Clinic.
| العنوان: | AuduBon-Bons: Bite-Sized Learning for Residents in the Ambulatory Obstetrics and Gynecology Clinic. |
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| المؤلفون: | Will EM; was a Medical Student, Columbia University Vagelos College of Physicians and Surgeons at the time of writing., Altchek CL; was a Medical Student, Columbia University Vagelos College of Physicians and Surgeons at the time of writing., Shukla HP; was Associate Clerkship Director, Department of Obstetrics and Gynecology, Columbia University Irving Medical Center at the time of writing., Ratan RB; is Vice Chair of Education and Residency Program Director, Department of Obstetrics and Gynecology, Columbia University Irving Medical Center. |
| المصدر: | Journal of graduate medical education [J Grad Med Educ] 2022 Jun; Vol. 14 (3), pp. 326-331. Date of Electronic Publication: 2022 Jun 13. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Accreditation Council for Graduate Medical Education Country of Publication: United States NLM ID: 101521733 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1949-8357 (Electronic) Linking ISSN: 19498357 NLM ISO Abbreviation: J Grad Med Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: Chicago, ILL : Accreditation Council for Graduate Medical Education |
| مواضيع طبية MeSH: | Gynecology*/education , Internship and Residency* , Obstetrics*/education, Curriculum ; Female ; Humans ; Pregnancy ; Surveys and Questionnaires |
| مستخلص: | Background: While most medical education happens in the inpatient setting, the vast majority of medicine is practiced in the outpatient setting. Graduates from our obstetrics and gynecology (OB/GYN) program consistently report lower confidence and comfort in the ambulatory, as opposed to inpatient, setting. Objective: To describe and evaluate a novel curriculum, delivered in an ambulatory clinic covering ambulatory care topics, and to assess its feasibility in a single site OB/GYN residency program. Methods: We created an ambulatory curriculum, comprising short modules delivered in the ambulatory clinic during the first 15 minutes of every half-day clinic session. Modules were delivered using a flipped classroom format with pre-session assignments during the 2019-2020 academic year. Outcomes were residents' pre- and post-session comfort and confidence and module developers' time to create the curriculum. Time tracking was performed. Results: On average, 11 residents were present for the teaching session weekly. Twenty-four residents and 6 faculty were eligible to complete pre- and post-session surveys. For every weekly session, the average resident comfort level and the average resident confidence level with the module's topic increased from the pre-module survey to the post-module survey. Residents completed pre-module assignments 64.8% (236 of 364) of the time, and of residents who completed the pre-work, 89.4% (211 of 236) reported it was useful. Average survey completion rate was 70.5% (1398 of 1984). Conclusions: We showed that it is feasible to create and implement an ambulatory curriculum for residents in OB/GYN, and this curriculum increased resident's comfort and confidence with ambulatory practice. Competing Interests: Conflict of interest: The authors declare they have no competing interests. |
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| تواريخ الأحداث: | Date Created: 20220627 Date Completed: 20220628 Latest Revision: 20230315 |
| رمز التحديث: | 20240628 |
| مُعرف محوري في PubMed: | PMC9200265 |
| DOI: | 10.4300/JGME-D-21-00937.1 |
| PMID: | 35754626 |
| قاعدة البيانات: | MEDLINE |
| تدمد: | 1949-8357 |
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| DOI: | 10.4300/JGME-D-21-00937.1 |