To the point: medical education reviews-ongoing call for faculty development.

This article in the To the Point series will focus on best practices regarding faculty development in medical education in the field of obstetrics and gynecology. Faculty development is an essential component in achieving teacher and learner satisfaction as well as improving learner outcomes. The Liaison Committee on Medical Education requires medical school faculty to have the capability and longitudinal commitment to be effective teachers. Although many programs have been created to address faculty development, there remains a paucity of literature documenting the impact of these programs on learner outcomes. We reviewed the qualities of an excellent medical educator, expectations regarding medical school teaching faculty, elements of comprehensive faculty development programs, and outcome measures for evaluating the effectiveness of these programs.

The obstetrics and gynaecology resident as teacher.

In this article we discuss the role residents play in the clinical training and evaluation of medical students. A literature search was performed to identify articles dealing with research, curriculum, and the evaluation of residents as teachers. We summarize the importance of resident educators and the need to provide appropriate resources for house staff in this role, and we review evidence-based literature in the area of residents as teachers. Specific attention is given to the unique circumstances of the obstetrics and gynaecology resident, who is often faced with teaching in an emotionally charged and stress-filled environment. We present examples of curricula for residents as teachers and describe barriers to their implementation and evaluation.

To the point: reviews in medical education-taking control of the hidden curriculum.

This article, the ninth in the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the role of the "hidden curriculum" in shaping the professional identity of doctors in training. The characteristics that distinguish the formal curriculum and hidden curriculum are defined. Specific examples of hidden curricula in clinical environments and the positive and negative impacts that may result are highlighted. Techniques to evaluate clinical training environments and to identify the hidden curriculum are provided and are followed by methods to promote its positive messages and lessen its negative ones.

Semi-annual dinners for medical students to interact with community obstetricians-gynecologists.

OBJECTIVE: To describe a semi-annual dinner meeting between medical students and community obstetrician-gynecologists to aid students considering careers in obstetrics and gynecology. STUDY DESIGN: Between 2003 and 2008, third-year students were invited to a semi-annual dinner by the department chair at his home, with three community American College of Obstetricians and Gynecologists fellows. Students wrote 12 questions beforehand, with 4 assigned to each fellow. Fellows rotated to three dinner tables to speak with each student. An anonymous questionnaire about the value of the experience was completed by students at the end of the dinner and shortly before graduation. RESULTS: Seventy students attended at least 1 dinner; two thirds attended twice. Discussions dealt with lifestyle, work responsibilities and malpractice. Enthusiasm of the fellows was rated highly; none was viewed as neutral or discouraging. Students agreed their understanding of daily practices of women's healthcare providers was strengthened by attending the dinner. The same questionnaire, administered before graduation, confirmed the dinner added more insight, regardless of whether students matched in obstetrics and gynecology or another field. CONCLUSION: The dinners were a useful tool for students to gain a better perspective about lifestyles and work expectations of obstetrician-gynecologists.

To the point: reviews in medical education--the Objective Structured Clinical Examination.

This article, the eighth in the To the Point Series prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the effectiveness of the Objective Structured Clinical Examination (OSCE) for assessment of learners' knowledge, skills, and behaviors. The OSCE has also been used for the appraisal of residents and physicians undergoing licensure examinations; herein we focus on its application to undergraduate medical education. We review evidence for best practices and recommendations on effective use of the OSCE and requirements for and challenges to its implementation, including creative ways to design an OSCE program with a limited budget. We discuss its role in providing formative and summative feedback and describe learner performance on the OSCE as the OSCE relates to subsequent testing, including US Medical Licensing Examination step 1. A representative case with assessment used at the authors' medical schools is included.

To the point: medical education review of the role of simulators in surgical training.

Simulation-based training (SBT) is becoming widely used in medical education to help residents and medical students develop good technical skills before they practice on real patients. SBT seems ideal because it provides a nonthreatening controlled environment for practice with immediate feedback and can include objective performance assessment. However, various forms of SBT and assessment often are being used with limited evidence-based data to support their validity and reliability. In addition, although SBT with high-tech simulators is more sophisticated and attractive, this is not necessarily superior to SBT with low-tech (and lower cost) simulators. Therefore, understanding the types of surgical simulators and appropriate applications can help to ensure that this teaching and assessment modality is applied most effectively. This article summarizes the key concepts that are needed to use surgical simulators effectively for teaching and assessment.

A comprehensive review to establish priority learning objectives for medical students in the obstetrics and gynecology clerkship.

OBJECTIVE: This study was undertaken to describe the process used to identify, externally validate, and establish the priority learning objectives for medical students on the obstetrics and gynecology clerkship. STUDY DESIGN: We conducted a review of the APGO Medical Student Objectives in Obstetrics and Gynecology to establish which of these objectives should be given first priority. We used recommendations from external references to assess the validity of these selected objectives. We compared the distribution of objectives with levels of expected competency from Miller's pyramid. RESULTS: From a list of 267 unique learning objectives we identified 134 (50.2%) Priority 1 objectives students must master by the end of the clerkship. The recommendations from 17 external references were compared with this set of objectives, which demonstrated a significant correlation between the 2 (P < or = .001). Priority 1 objectives were associated with advanced levels of competency. CONCLUSION: External sources validated and helped prioritize the learning objectives.

Impact of clinic interventions on the rate of influenza vaccination in pregnant women.

OBJECTIVE: To assess the impact of interventions in a prenatal clinic on the influenza vaccination rate in pregnant women. STUDY DESIGN: This retrospective study of women receiving care in a university prenatal clinic examined the impact of several interventions to increase immunization rates implemented over 2 years. Influenza vaccination rates were assessed before and after the interventions, which included provider and staff education, stocking of the vaccine in the clinic and implementation of standing orders. RESULTS: Influenza vaccination rates in pregnant women increased from <1% to 37%. Standing orders were the most important intervention for increasing immunization rates. Patients who received care in the certified nurse midwife clinic were more likely to be vaccinated, while those who received care in a high-risk obstetric clinic were less likely. CONCLUSION: Interventions to improve influenza vaccination rates among pregnant women, particularly standing orders, are effective. These interventions should be implemented nationally in all prenatal care clinics.

To the point: medical education reviews--dealing with student difficulties in the clinical setting.

Learners with cognitive and behavioral difficulties are particularly challenging in the clinical setting. Cognitive difficulties in the clinical realm may relate to knowledge deficits and/or weak problem solving skills. Behavioral difficulties resulting from attitudinal or motivational problems may manifest themselves as specific unprofessional acts either committed or omitted in the course of caring for patients as well as in unprofessional behavior. A disproportionate amount of time and energy can be expended addressing the needs of such students. This paper reviews several types of difficulties encountered by educators and suggests strategies for preventing, assessing, and working effectively with challenging students in the clinical setting. Specific attention is directed to impaired students.

Obstetrics and gynecology residents as teachers of medical students: predictors of excellence.

OBJECTIVE: The purpose of this study was to assess variables that might predict which intern candidates will become excellent teachers of medical students. STUDY DESIGN: This retrospective cohort study compared demographic characteristics, previous work experience, United States Medical Licensing Examinations scores, honors on core clerkships, membership in Alpha Omega Alpha, and match list ranking of 43 residents to identify predictors of excellent teaching evaluations during residency. RESULTS: Fifteen residents (35%) were identified as excellent teachers. They were more likely to have had previous work experience, to be older, or to be male. They were not more likely to have higher United States Medical Licensing Examinations test scores, more honors grades, Alpha Omega Alpha membership, or a higher rank list position. CONCLUSION: Work experience, age, and male gender are associated with increased likelihood of being identified as an excellent teacher by medical students. Programs in which residents have a significant role as teachers of students may consider these factors in the residency selection process.

To the point: medical education reviews evaluation in context: assessing learners, teachers, and training programs.

Learners, teachers, and programs need to be evaluated. This article reviews the purpose and the current methods for evaluating all 3. Clinical impressions of the learner are yielding increasingly to direct observation and skill assessment. The Reporter, Interpreter, Manager, and Educator (RIME) method offers a unique way of assessing and providing formative feedback to the learner. Learning portfolios help document achievements and provide a collection for self-assessment and growth. Teachers benefit from feedback especially if followed up with consultation. Programs need both quantitative and qualitative data to document performance. National data gathered locally from exit surveys now exist that facilitate comparison of programs (eg, clerkships) within and across institutions. The emphasis on institutional accountability makes it critical to directly evaluate learners and their educational programs.