1000+ OBGYN PROJECT A Plan to Deliver Critical Obstetric Care: Training 1000+ Obstetricians/Gynecologists. The Ghana postgraduate obstetrics and gynecology collaborative residency training program started in 1989 in response to the low repatriation. Education / Graduate Medical Education / Prospective Residents / Obstetrics and Gynecology Residency Program / About The Program / Educational Activities Educational Activities While you are in. Professionalism education of OB/GYN resident physicians: What makes a difference? ABSTRACTObjective: The aim of this study was to evaluate the efficacy of a new Professionalism curriculum in an Obstetrics and Gynecology (OB/GYN) residency after introducing Narrative Medicine and Professional Development/Support Group (PDSG) programs. Methods: 3. 2 OB/GYN residents participated in this IRB approved pilot study. Twenty residents were assessed with the Barry Challenges to Professionalism Questionnaire (Barry), the Jefferson Scale of Empathy. Residency Program About the Program Meet Our Directors House Staff Training Housing & Benefits How to Apply Contact Us open/close Fellowship Training Programs open/close Simulation Training open/close Grand Rounds Meet Our Directors Abigail Ford. A part of every application process is the preparation of a personal statement. Generally speaking, residency programs will usually request a personal statement. A personal statement serves to complement and supplement your C.V. The ACGME Awards Program recognizes notable designated institutional officials, program directors. GME accreditation system in the U.S. RESIDENCY PROGRAM MANUAL 2012-2013 Contents Introduction . Fellowship Program in Maternal-Fetal Medicine THIS PROGRAM PARTICIPATES IN THE ELECTRONIC RESIDENCY APPLICATION SERVICES (ERAS). INTERESTED APPLICANTS ARE ENCOURAGED TO APPLY VIA ERAS. Applying Christie Layaoen Residency Coordinator 602-839-3827 Student Rotations Heather Taylor Medical Student Coordinator 602-839-4344. About Mission Office of Diversity and Inclusion Leadership Resources Newsletter Contact Media Resources, Programs. Physician Version (JSE), and the Jefferson Scale of Attitudes Toward Physician- Nurse Collaboration (JSAT) in August 2. Five Narrative Medicine sessions and four PDSG sessions were then used from August 2. May 2. 01. 1, for resident physician professionalism education. Seventeen residents then underwent post- testing with the Barry, JSE, and JSAT in May 2. Results: The pre- test/post- test Barry comparison showed an improvement in scores after introduction of the new Narrative Medicine and PDSG curriculum (7. Pre- test/post- test comparison of JSAT scores showed a statistically significant decline in collaboration (5. Conclusion: Narrative Medicine and PDSG small group sessions could be an effective component of OB/GYN resident physician Professionalism curriculum. This pilot project was underpowered, due to limited resources. INTRODUCTIONProfessionalism is an important attribute for physicians, with roots in early medicine from the time of Hippocrates. Many have worked to define “professionalism”, and this definition continues to evolve with changes in medicine. The American Board of Internal Medicine emphasized professionalism formally in 1. Project Professionalism, 2. The Accreditation Council for Graduate Medical Education (ACGME) issued a statement in 1. Core Competencies” should be taught to every resident, including professionalism (ACGME, 1. The impact of suboptimal professional behavior was further demonstrated in 2. Institute of Medicine estimated that medical errors cost as much as $1. Kohn, 2. 00. 0; Rogers, 2. Obstetrics and Gynecology (OB/GYN) is similar in some ways to General Surgery and Internal Medicine, but our field has its own unique challenges and it is still unclear how best to teach professionalism to Obstetrics and Gynecology resident physicians (Adams, 2. Long hours in training, an increasingly female dominated specialty, all female patients, dealing with the joys and tragedies of pregnancy, and working within the framework of each stage of a woman’s reproductive life contribute to the excitement of the specialty, but also contribute to a demanding lifestyle for OB/GYN resident physicians. Empathy is animportant component of professionalism that can be affected by burnout, common in OB/GYN. MATERIALS AND METHODSThe study objectives were to design, implement, and assess a new OB/GYN resident Professionalism curriculum using Professionalism Development/Support Groups (PDSG) and Narrative Medicine Group groups. We hypothesized that OB/GYN resident physicians would see improvement in professionalism scores as measured by the Barry Challenges to Professionalism Questionnaire (Barry) questionnaire (Barry, 2. The study was approved by the Institutional Review Board of Thomas Jefferson University. Informed consent was obtained from participants. Inclusion criteria were OB/GYN resident physicians who agreed to participate and signed informed consent. Exclusion criteria were participants from other specialties and other health care professionals. Twenty Thomas Jefferson University OB/GYN resident physicians participated in a baseline assessment consisting of the Barry, JSAT, and the JSE in August 2. All 3. 2 OB/GYN resident physicians then attended the five Narrative Medicine and four PDSG small group hour- long sessions from August 2. May 2. 01. 1, when their schedules allowed for it. Seventeen OB/GYN resident physicians participated in a subsequent post- test exercise in May 2. Professionalism curriculum. Resident physicians were also asked to evaluate the Narrative Medicine and PDSG curriculum with a 5- item Likert rating at the conclusion of the course. PDSG are resident- focused sessions led by a Psychologist without planned content, and are used to examine issues of humanism in the medical profession, encountered by residents on a daily basis. A second program, Narrative Medicine groups, are comprised of regular meetings where a prompt is given and participants write for a set time about their experiences relating to a given professionalism topic, such as “interpersonal conflict”. Then, members of the group read their narratives and discuss the issues involved relating to professionalism (Pearson, 2. They are different in that PDSG groups are participant driven, in that participants chose a theme to be examined, whereas in Narrative Medicine, there is a leader driven discussion of a theme illustrated by the examples set forth by participants. Topics of the Narrative Medicine small group sessions included interpersonal conflict, handling bad outcomes, physician burnout, handling emotion in practice, and dealing with the disruptive physician. Methods of teaching professionalism, as discussed above, have not been extensively researched for efficacy in the OB/GYN literature. In our study we used the Barry Challenges to Professionalism Questionnaire (Barry) to assess the status of the professionalism of resident physicians, and whether the curriculum was effective. The Barry is an externally validated, self- administered 6- item tool to measure professionalism in resident physicians. In this questionnaire scenarios are presented to the residents with multiple choice answers as to how to respond to an ethically difficult situation. Categories included on the Barry Professionalism questionnaire include receipt of gifts, financial investments, patient confidentiality, physician impairment, harassment, and honesty with patients. The Barry was selected to assess resident professionalism because it was a short, externally validated, convenient questionnaire (Barry, 2. Tokuda, 2. 00. 9) . The Jefferson Scale of Empathy (JSE), and the Jefferson Scale of Attitudes toward Physician- Nurse Collaboration (JSAT) can be used to assess resident physicians’ insight and strength in these areas (Hojat, 2. Hojat, 1. 99. 9) . The Jefferson Scale of Empathy. Physician Version is an externally validated, self- administered, 2. Likert scale to evaluate statements regarding empathy. Phrases such as, “I try to imagine myself in my patients’ shoes when providing care to them,” and “I believe that emotion has no place in the treatment of medical illness,” are rated on a 7- item Likert scale (Strongly Agree = 7, Strongly Disagree = 1, with several of the statements reverse- coded as appropriate) (Hojat, 2. The Jefferson Scale of Attitudes toward Physician- Nurse Collaboration is a 1. Likert scale to evaluate statements of collaboration such as, “Physicians should be educated to establish collaborative relationships with nurses,” and “Doctors should be the dominant authority in all health care matters.” (4 = Strongly Agree, 1 = Strongly Disagree, with several statements reverse- coded as appropriate). These evaluation tools were scored as previously reported (Hojat, 1. Continuous variables were summarized by the mean, percentage, and standard deviation. Where variables cannot be reasonably considered normally distributed, transformations were applied to achieve approximate normality where appropriate. Categorical variables, nominal and ordinal, were summarized by frequencies. Analysis of variance (ANOVA) was used for comparing the effects of stimulus class for continuous normally distributed variables (some of which have been transformed for this purpose), with the Kruskal- Wallis test used for the non- normal variables. Discrete variables were compared using either the Chi- square or Fishers exact test. The standard of statistical significant difference was set at p < 0. Demographic Data were described using means, standard deviations, and percentages (Table 1). Continuous variables were compared using matched t tests. All data were analyzed using SAS 9. RESULTSTwenty OB/GYN residents out of a 3. OB/GYN residency program attended the introductory lecture for the study and agreed to participate. Attendance ranged from 2. Age was not included by one resident. Three resident physicians did not include their rank year. Residents with missing information were not included in Table 1, but were included in the data analysis. Barry Professionalism questionnaire results increased from preto post- test, however did not show a statistically significant increase, (7. Individual categories within the Barry were also not statistically significantly different (Figure 1). With further evaluation of data, it was discovered that a subset of 2 residents showed signs of extreme burnout on the Collaborative (JSAT) and Empathy (JSE) questionnaires. When these two residents were controlled for by normalizing the Barry professionalism score with a z score and correcting for JSE and JSAT scores, professionalism scores showed a statistically significant improvement following the intervention, (. A secondary analysis of this project revealed a greater improvement in Barry scores for second, third, and fourth year residents, compared to first year residents during the postand pre- tests (p < 0. Collaboration scores on the JSAT showed a statistically significant worsening over the 1. Empathy scores on the JSE also worsened from preto posttest, however were not statistically significant, (1. Resident physicians liked the Narrative Medicine small group sessions, with 5. Somewhat Helpful”, or better in evaluation on a 5- point Likert scale. DISCUSSIONThe primary outcome of the study suggests that OB/ GYN resident physicians had a non- statistically significant improvement in their Barry Professionalism scores after the new Narrative Medicine and PDSG curriculum change.
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