Integrating Women's Health Education into the Internal Medicine Residency Program Curriculum.

OBJECTIVES: National guidelines and the American Board of Internal Medicine have highlighted critical areas of women's health (WH) that are important to the training of Internal Medicine (IM) residents. Our objective was to assess and improve WH education in a large academic community-based IM residency program. METHODS: An anonymous online survey was sent to IM residents to assess their perceived comfort, knowledge, and importance, and exposure to 34 WH topics identified as critical to the training of an internist. To meet the critical learning needs of our residents, a new longitudinal WH curriculum was designed using active instructional methods. Retrospective pre-post surveys were conducted after interactive education workshops to measure their effectiveness. RESULTS: IM residents identified 13 of 34 WH topics that were critically important to their training. Of these, residents believed they had insufficient clinical exposure to prescribing contraceptives, evaluating breast symptoms, managing menopause, performing Papanicolaou tests and pelvic examinations, and polycystic ovary syndrome. Residents identified osteoporosis as their single greatest learning need. There was a strong and statistically significant correlation between residents' knowledge, comfort, and clinical exposure to WH topics. In response to these findings, the curricular methods we developed, such as problem-based learning workshops, multidisciplinary case conferences, and small-group case discussions, were found to be effective. CONCLUSIONS: Our study highlighted significant gaps in our WH curriculum. Based on our findings, we redesigned our educational and experiential WH curriculum to augment knowledge, comfort, perceived importance of, and exposure to areas of need. Enhancing education and increasing clinical exposure to fundamental WH issues will promote higher quality care for women patients.

AAIM Recommendations for the 2020-2021 Internal Medicine Residency Application Cycle in Response to the COVID-19 Pandemic.

This statement was released in June 2020 by the Alliance for Academic Internal Medicine to provide guidance for the 2020-2021 residency application cycle in light of the COVID-19 pandemic. While many of the recommendations are specific to this cycle, others, such as the Department Summary Letter of Evaluation, are meant to be an enduring change to the internal medicine residency application process. AAIM realizes that some schools may not yet have the tools or resources to implement the template fully this cycle and look toward collaboration within the internal medicine education community to facilitate adoption in the cycles to come.

Wellness and Work: Mixed Messages in Residency Training.

Resident physicians are at higher risk for depression, anxiety, and burnout when compared with same-age peers, resulting in substantive personal and professional consequences. Training programs across the country have acknowledged the gravity of this situation and many have implemented programs and curricula that address wellness and resilience, yet the benefits of such initiatives are still largely unknown. While the development of wellness programming is well intentioned, it is often incongruent with the residency training environment. The mixed messaging that occurs when wellness programs are implemented in environments that do not support self-care may unintentionally cause resident distress. Indeed, outside of the time dedicated to wellness curricula, residents are often rewarded for self-sacrifice. In this commentary, we describe how the complexities of the medical system and culture contribute to mixed messaging and we explore the potential impact on residents. We offer recommendations to strengthen wellness programs through efforts to promote structural change in the training environment.

The SGIM TEACH Program: A Curriculum for Teachers of Clinical Medicine.

BACKGROUND: Demand for faculty with teaching expertise is increasing as medical education is becoming well established as a career pathway. Junior faculty may be expected to take on teaching responsibilities with minimal training in teaching skills. AIM: To address the faculty development needs of junior clinician-educators with teaching responsibilities and those changing their career focus to include teaching. SETTING: Sessions at two Society of General Internal Medicine (SGIM) annual meetings combined with local coaching and online learning during the intervening year. PARTICIPANTS: Eighty-nine faculty scholars in four consecutive annual cohorts from 2013 to 2016. PROGRAM DESCRIPTION: Scholars participate in a full-day core teaching course as well as selective workshops at the annual meetings. Between meetings they receive direct observation and feedback on their teaching from a local coach and participate in an online discussion group. PROGRAM EVALUATION: Sessions were evaluated using a post-session survey. Overall content rating was 4.48 (out of 5). Eighty-nine percent of participants completed all requirements. Of these, 100% agreed that they had gained valuable knowledge and skills. DISCUSSION: The TEACH certificate program provides inexperienced faculty teachers an opportunity to develop core skills. Satisfaction is high. Future research should focus on the impact that this and similar programs have on teaching skills.

The new extended-cycle levonorgestrel-ethinyl estradiol oral contraceptives.

Effective contraceptive counseling requires an understanding of a woman's preferences and medical history as well as the risks, benefits, side effects, and contraindications of each contraceptive method. Hormonal contraceptives using a variety of delivery methods are highly effective and this review highlights the new extended-cycle levonorgestrel-ethinyl estradiol contraceptives. Extended-cycle OCPs are unique in offering fewer or no withdrawal bleeds over the course of one year but providers need to carefully counsel women regarding the initial increased breakthrough bleeding. Extended-cycle OCPs may be of particular benefit in women with medical comorbidities who would benefit from less withdrawal bleeds, those desiring to avoid monthly menses due to increased hormonal withdrawal symptoms, or simply women who don't desire a monthly period. The risks associated with all extended-cycle OCPs have been found to be similar to those of traditional OCPs therefore counseling on the risks and side effects is comparable to that of any combined hormonal contraceptives. Newer extended-cycle regimens shorten or eliminate the hormone-free interval, decrease frequency of menses to four times per year or eliminate menses altogether. This can reduce the risk of common menstrual symptoms, endometriosis, or severe dysmenorrhea by offering potentially greater ovarian suppression and preventing endogenous estradiol production while still providing highly effective, rapidly reversible, and safe contraception.

Contraception choices in women with underlying medical conditions.

Primary care physicians often prescribe contraceptives to women of reproductive age with comorbidities. Novel delivery systems (e.g., contraceptive patch, contraceptive ring, single-rod implantable device) may change traditional risk and benefit profiles in women with comorbidities. Effective contraceptive counseling requires an understanding of a woman's preferences and medical history, as well as the risks, benefits, adverse effects, and contraindications of each method. Noncontraceptive benefits of combined hormonal contraceptives, such as oral contraceptive pills, include regulated menses, decreased dysmenorrhea, and diminished premenstrual dysphoric disorder. Oral contraceptive pills may be used safely in women with a range of medical conditions, including well-controlled hypertension, uncomplicated diabetes mellitus, depression, and uncomplicated valvular heart disease. However, women older than 35 years who smoke should avoid oral contraceptive pills. Contraceptives containing estrogen, which can increase thrombotic risk, should be avoided in women with a history of venous thromboembolism, stroke, cardiovascular disease, or peripheral vascular disease. Progestin-only contraceptives are recommended for women with contraindications to estrogen. Depo-Provera, a long-acting injectable contraceptive, may be preferred in women with sickle cell disease because it reduces the frequency of painful crises. Because of the interaction between antiepileptics and oral contraceptive pills, Depo-Provera may also be considered in women with epilepsy. Implanon, the single-rod implantable contraceptive device, may reduce symptoms of dysmenorrhea. Mirena, the levonorgestrel-containing intrauterine contraceptive system, is an option for women with menorrhagia, endometriosis, or chronic pelvic pain.

Using direct observation, formal evaluation, and an interactive curriculum to improve the sign-out practices of internal medicine interns.

The safe transfer (handoff) of responsibility for patient care from one physician to another requires that health care facilities have rigorous sign-out systems and that physicians develop effective communication skills. In 2007 and 2008, to improve the spoken and written sign-out practices of the 25 interns at Allegheny General Hospital (Pittsburgh, Pennsylvania), the authors designed and administered Likert scale surveys about training in and satisfaction with current sign-out practices; directly observed and evaluated interns performing spoken sign-outs; assessed and graded interns' sign-out sheets; and compared sign-out sheets with patient records to evaluate their accuracy. On the basis of their findings, the authors developed a new curriculum with didactic and interactive components to target intern-level and system-level problems. The curriculum emphasized the importance of complete and accurate sign-outs, provided examples of good and poor sign-outs, and assigned interns to work in small groups to practice sign-out skills and receive feedback from peers and program leaders. Reevaluation of interns two months after curriculum implementation revealed not only better performance on each of the seven items evaluated for spoken sign-out but also substantial improvement in the completeness of sign-out sheets and the accuracy of reporting of identification data, code status, and medications data. The curriculum was well received by interns, and it helped them develop skills required by the Accreditation Council for Graduate Medical Education, including competencies in communication, practice-based learning, and systems-based practice.

Interdisciplinary curriculum to train internal medicine and obstetrics-gynecology residents in ambulatory women's health: adapting problem-based learning to residency education.

OBJECTIVE: Although residents in internal medicine (IM) and obstetrics-gynecology (OG) must provide primary care for women, studies indicate that both groups require more skills and training in women's health. Our goals were to assess the needs of residents at our academic medical center and to design an interdisciplinary curriculum that addresses these needs utilizing a modified problem-based learning (PBL) format. The aim of this article is to report on the development, logistics, and successful implementation of our innovative curriculum. METHODS: Based on results from a targeted needs-assessment, we designed a curriculum for both IM and OG residents to address curricular deficiencies in an efficient and effective manner. Procurement of support was achieved by reviewing overlapping competency requirements and results of the needs-assessment with the program directors. The curriculum consists of six ambulatory clinical cases which lead residents through a discussion of screening, diagnosis, prevention, and management within a modified PBL format. Residents select one learning objective each week which allows them to serve as content experts during case discussions, applying what they learned from their literature review to guide the group as they decide upon the next step for the case. This format helps accommodate different experience levels of learners, encourages discussion from less-vocal residents, and utilizes theories of adult learning. RESULTS: Sixty-five residents have participated in the curriculum since it was successfully implemented. IM residents report that the cases were their first opportunity to discuss the health concerns of younger women; OG residents felt similarly about cases related to older women. Implementation challenges included resident accountability. Residents identified the timing of the sessions and clinical coverage requirements as barriers to conference attendance. CONCLUSIONS: Interdisciplinary modified PBL conferences focusing on shared curricular needs in ambulatory women's health are well-received by both IM and OG residents. This format utilizes theories of adult learning and maximizes limited time and resources by teaching IM and OG residents concurrently, and can be successfully implemented at a large academic medical center.

Helping women choose appropriate hormonal contraception: update on risks, benefits, and indications.

Primary care physicians frequently provide contraceptive counseling to women who are interested in family planning, have medical conditions that may be worsened by pregnancy, or have medical conditions that necessitate the use of potentially teratogenic medications. Effective counseling requires up-to-date knowledge about hormonal contraceptive methods that differ in hormone dosage, cycle length, and hormone-free intervals and are delivered by oral, transdermal, transvaginal, injectable, or implantable routes. Effective counseling also requires an understanding of a woman's preferences and medical history as well as the risks, benefits, side effects, and contraindications of each contraceptive method. This article is designed to update physicians on this information.

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

Primary care program directors' perceptions of women's health education: a gap in graduate medical education persists.

BACKGROUND: Previous studies found that internal medicine residents are not adequately prepared to provide comprehensive primary care to women. The impact of subsequent national guidelines emphasizing women's health education during residency is unknown. METHODS: We conducted a cross-sectional survey of primary care internal medicine residency program directors (PDs) in the United States. We asked the directors to provide information about themselves and their programs, to rate how strongly they agreed that residents should master each of 13 women's health competencies, to estimate the proportion of their residents who actually master each competency by the end of their residency, and to indicate means by which each competency was taught (articles, lectures, patient care, specialty clinic, other). RESULTS: Of 69 directors contacted, 42 (61%) responded. Most respondents agreed that residents should master all 13 competencies. However, there were significant discrepancies (p < 0.001) between the proportion of respondents who believed their residents should master competencies concerning 10 of 13 women's health topics and the proportion who believed their residents actually did master them. More than one third of PDs estimated that the majority of their residents would not gain the knowledge to diagnose, treat, or counsel women with incontinence, vaginitis, domestic violence, preconception planning, or birth control needs by the end of residency training. Of 18 potential predictors of quality education, only 2 proved significant: number of years the respondent served as program director (p = 0.02) and number of competencies taught by lecture (p = 0.007). CONCLUSIONS: Despite national guidelines endorsing women's health education, a large discrepancy persists between what PDs believe their residents should master and what they estimate their residents actually master. This study suggests a need for substantial improvements in internal medicine residency training to adequately prepare residents to care for women.

Do Women's health internal medicine residency tracks make a difference?

BACKGROUND: Women's health tracks (WHTs) were developed to overcome identified deficiencies in residency training. Their effectiveness in preparing residents to manage both gender-neutral and gender-specific medical conditions is unknown. METHODS: Using current guidelines for internal medicine training, we designed a 65-item survey to measure residents' knowledge, comfort levels, and referral patterns concerning two gender-neutral topics (diabetes and thyroid disease) and two gender-specific topics (polycystic ovarian syndrome [PCOS] and menopause). We administered it to postgraduate year 2 (PGY2) and PGY3 internal medicine residents at a large academic medical center and compared the results of WHT and non-WHT residents using chi-square and t tests. RESULTS: Of 61 residents, 50 (82%) responded. Fifty percent of respondents were female, 62% were PGY3, and 36% were WHT. WHT residents had higher mean knowledge scores than non-WHT residents concerning PCOS (60% vs. 45%, p < 0.05) and menopause (73% vs. 60 %, p < 0.01), and they were more likely to report feeling "very comfortable" handling PCOS and menopause issues (43% vs. 18%, p < 0.02), including diagnosing PCOS, managing hot flashes, and managing vaginal atrophy. WHT residents were less likely than non-WHT to immediately recommend referrals if patients had suspected PCOS (0% vs. 19%, p < 0.03) or confirmed PCOS (0% vs. 32%, p < 0.02), and they were more likely to report feeling adequately trained to provide comprehensive ambulatory women's healthcare (73% vs. 7%, p < 0.001). There were no significant differences between WHT and non-WHT residents on gender-neutral topics. CONCLUSIONS: A WHT can help improve competencies in selected areas of women's health without compromising residents' knowledge or comfort concerning two core gender-neutral topics in ambulatory medicine.