Anne Z Steiner1, Marc Fritz, Cynthia K Sites, Christos Coutifaris, Bruce R Carr, Kurt Barnhart. 1. From the Department of Obstetrics and Gynecology, University of North Carolina, Chapel Hill, North Carolina; the Department of Obstetrics and Gynecology, Baystate Medical Center, Springfield, Massachusetts; the Department of Obstetrics and Gynecology, University of Pennsylvania, Philadelphia, Pennsylvania; and the Department of Obstetrics and Gynecology, UT Southwestern Medical Center, Dallas, Texas.
Abstract
OBJECTIVE: To estimate the extent to which duration and quality of reproductive endocrinology rotations are associated with residents' knowledge of reproductive endocrinology and infertility. METHODS: An anonymous, multiple-choice survey was provided to 4,744 examinees during the 2008 Council on Resident Education in Obstetrics and Gynecology In-Training Examination. The survey queried residents' experiences on their reproductive endocrinology and infertility rotation, satisfaction with the quality and duration of the rotation, and knowledge of reproductive endocrinology and infertility. Binomial regression was used to estimate the relationship between components of the reproductive endocrinology and infertility rotation and self-reported knowledge of reproductive endocrinology and infertility. RESULTS: Forty percent of residents described their knowledge of reproductive endocrinology and infertility as poor. Fewer weeks dedicated to reproductive endocrinology and infertility increased the risk of poor knowledge (P<.001). Required vacation during the rotation and non-reproductive endocrinology and infertility coverage more than two times a week was associated with a 40% increase in risk of perceived poor knowledge (relative risk [RR] 1.38, 95% confidence interval [CI]): 1.20-1.60; and RR 1.40, 95% CI: 1.16-1.70, respectively), while 3 hours of didactics per week were associated with a 61% reduction in risk (RR 0.39, 95% CI: 0.31-0.50). CONCLUSION: A number of residents perceive their knowledge of reproductive endocrinology and infertility to be poor. Conflicting commitments during the reproductive endocrinology rotation results in both lower satisfaction and less knowledge. There is the potential to improve resident knowledge of reproductive endocrinology and infertility, and perhaps other aspects of obstetrics and gynecology training, with focused rotations, including didactics. LEVEL OF EVIDENCE: II.
OBJECTIVE: To estimate the extent to which duration and quality of reproductive endocrinology rotations are associated with residents' knowledge of reproductive endocrinology and infertility. METHODS: An anonymous, multiple-choice survey was provided to 4,744 examinees during the 2008 Council on Resident Education in Obstetrics and Gynecology In-Training Examination. The survey queried residents' experiences on their reproductive endocrinology and infertility rotation, satisfaction with the quality and duration of the rotation, and knowledge of reproductive endocrinology and infertility. Binomial regression was used to estimate the relationship between components of the reproductive endocrinology and infertility rotation and self-reported knowledge of reproductive endocrinology and infertility. RESULTS: Forty percent of residents described their knowledge of reproductive endocrinology and infertility as poor. Fewer weeks dedicated to reproductive endocrinology and infertility increased the risk of poor knowledge (P<.001). Required vacation during the rotation and non-reproductive endocrinology and infertility coverage more than two times a week was associated with a 40% increase in risk of perceived poor knowledge (relative risk [RR] 1.38, 95% confidence interval [CI]): 1.20-1.60; and RR 1.40, 95% CI: 1.16-1.70, respectively), while 3 hours of didactics per week were associated with a 61% reduction in risk (RR 0.39, 95% CI: 0.31-0.50). CONCLUSION: A number of residents perceive their knowledge of reproductive endocrinology and infertility to be poor. Conflicting commitments during the reproductive endocrinology rotation results in both lower satisfaction and less knowledge. There is the potential to improve resident knowledge of reproductive endocrinology and infertility, and perhaps other aspects of obstetrics and gynecology training, with focused rotations, including didactics. LEVEL OF EVIDENCE: II.
Authors: Tia Jackson-Bey; Holly Mehr; Jacqueline R Ho; Molly M Quinn; Lusine Aghajanova; Michelle Vu; Christopher N Herndon Journal: F S Rep Date: 2021-11-05
Authors: Yeng M Miller-Chang; Jacqueline L Gauer; Logan Butler; Andrew P J Olson; Rupendra T Shrestha; J Bruce Redmon Journal: BMC Med Educ Date: 2022-01-21 Impact factor: 2.463