OBJECTIVE: To determine the extent of formal education regarding operative dictation in U.S. Obstetrics and Gynecology residency programs and to prospectively evaluate the effectiveness of formal teaching regarding operative dictation. METHODS: A 1-page questionnaire was mailed to all U.S. Obstetrics and Gynecology residency program directors (n = 270). The operative dictations of all Obstetrics and Gynecology residents at the University of Iowa before and after a 30-minute formal teaching session were evaluated using a scoring system developed by the authors of this study (scale 0-20). RESULTS: A 73% response rate (n = 198) was obtained from the surveys. The results from the survey demonstrated that only 23% of programs provide formal teaching regarding operative dictations; however, 83% of the residency program directors felt that it is an important skill to teach. All 16 obstetrics and gynecology residents at the University of Iowa attended a 30-minute teaching session on operative dictation. The mean scores for all residents improved from 9.06 to 18.56 after a formal teaching session (P <.001). The preteaching scores comparing the 4 classes of residents also varied significantly (ranging from a score of 5.5 for first-year residents to 11.25 for the fourth-year residents, P =.009). There were no differences between scores among the residents after they attended the formal teaching session (P =.11). CONCLUSION: Formal teaching of operative dictation is uncommon in U.S. residency programs but felt to be important by most residency program directors. A brief teaching session is effective and may be useful during residency training. LEVEL OF EVIDENCE: II-3
OBJECTIVE: To determine the extent of formal education regarding operative dictation in U.S. Obstetrics and Gynecology residency programs and to prospectively evaluate the effectiveness of formal teaching regarding operative dictation. METHODS: A 1-page questionnaire was mailed to all U.S. Obstetrics and Gynecology residency program directors (n = 270). The operative dictations of all Obstetrics and Gynecology residents at the University of Iowa before and after a 30-minute formal teaching session were evaluated using a scoring system developed by the authors of this study (scale 0-20). RESULTS: A 73% response rate (n = 198) was obtained from the surveys. The results from the survey demonstrated that only 23% of programs provide formal teaching regarding operative dictations; however, 83% of the residency program directors felt that it is an important skill to teach. All 16 obstetrics and gynecology residents at the University of Iowa attended a 30-minute teaching session on operative dictation. The mean scores for all residents improved from 9.06 to 18.56 after a formal teaching session (P <.001). The preteaching scores comparing the 4 classes of residents also varied significantly (ranging from a score of 5.5 for first-year residents to 11.25 for the fourth-year residents, P =.009). There were no differences between scores among the residents after they attended the formal teaching session (P =.11). CONCLUSION: Formal teaching of operative dictation is uncommon in U.S. residency programs but felt to be important by most residency program directors. A brief teaching session is effective and may be useful during residency training. LEVEL OF EVIDENCE: II-3
Authors: Natalie Wiebe; Lucia Otero Varela; Daniel J Niven; Paul E Ronksley; Nicolas Iragorri; Hude Quan Journal: J Am Med Inform Assoc Date: 2019-11-01 Impact factor: 4.497
Authors: Niall O'Connor; Michael Sugrue; Conor Melly; Gearoid McGeehan; Magda Bucholc; Aileen Crawford; Paul O'Connor; Fikri Abu-Zidan; Imtiaz Wani; Zsolt J Balogh; Vishal G Shelat; Giovanni D Tebala; Belinda De Simone; Hani O Eid; Mircea Chirica; Gustavo P Fraga; Salomone Di Saverio; Edoardo Picetti; Luigi Bonavina; Marco Ceresoli; Andreas Fette; Boris Sakakushe; Emmanouil Pikoulis; Raul Coimbra; Richard Ten Broek; Andreas Hecker; Ari Leppäniemi; Andrey Litvin; Philip Stahel; Edward Tan; Kaoru Koike; Fausto Catena; Michele Pisano; Federico Coccolini; Alison Johnston Journal: World J Emerg Surg Date: 2022-03-17 Impact factor: 5.469