ACOG Simulation Working Group: A Needs Assessment of Simulation Training in OB/GYN Residencies and Recommendations for Future Research

Christopher C. DeStephano, Joshua F. Nitsche, Michael G. Heckman, Erika Banks, Hye Chun Hur

Research output: Contribution to journalArticle

Abstract

Objective: To evaluate current availability and needs of simulation training among obstetrics/gynecology (OB/GYN) residency programs. Design: Cross-sectional survey. Setting: Accreditation Council for Graduate Medical Education accredited OB/GYN residency programs in the United States. Participants: Residency program directors, gynecology simulation faculty, obstetrics simulation faculty, and fourth-year residents. Results: Of 673 invited participants, 251 (37.3%) completed the survey. Among the survey responses, OB procedures were more broadly represented compared to the GYN procedures for simulation teaching: 8 (50%) of 16 OB procedures versus 4 (18.2%) of 22 GYN procedures had simulation teaching. Among the simulated procedures, a majority of residents and faculty reported that simulation teaching was available for operative vaginal delivery, postpartum hemorrhage, shoulder dystocia, perineal laceration repair, conventional laparoscopic procedures, and robotic surgery. There were significant differences between residents and faculty perceptions regarding the availability and needs of simulated procedures with a minority of residents having knowledge of Council on Resident Education in Obstetrics and Gynecology (47.2%) and American College of Obstetrics and Gynecology (27.8%) simulation tools compared to the majority of faculty (84.7% and 72.1%, respectively). More than 80% of trainees and faculty reported they felt the average graduating resident could perform vaginal, laparoscopic, and abdominal hysterectomies independently. Conclusions: Simulation is now widely available for both gynecologic and obstetric procedures, but there remains tremendous heterogeneity between programs and the perceptions of residents, program directors, and faculty. The variations in simulation training and readiness for performing different procedures following residency support the need for objective, validated assessments of actual performance to better guide resident learning and faculty teaching efforts.

Original languageEnglish (US)
JournalJournal of Surgical Education
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

gynecology
Needs Assessment
obstetrics
working group
Internship and Residency
Gynecology
Obstetrics
resident
simulation
Teaching
director
Graduate Medical Education
Simulation Training
Dystocia
Postpartum Hemorrhage
Lacerations
Accreditation
Robotics
Hysterectomy
accreditation

Keywords

  • gynecology
  • Medical Knowledge
  • needs assessment
  • obstetrics
  • Practice-Based Learning and Improvement
  • surgical performance
  • surgical simulation
  • Systems-Based Practice

ASJC Scopus subject areas

  • Surgery
  • Education

Cite this

ACOG Simulation Working Group : A Needs Assessment of Simulation Training in OB/GYN Residencies and Recommendations for Future Research. / DeStephano, Christopher C.; Nitsche, Joshua F.; Heckman, Michael G.; Banks, Erika; Hur, Hye Chun.

In: Journal of Surgical Education, 01.01.2019.

Research output: Contribution to journalArticle

@article{cf56f4ecfb0a4c318230b346300e80ad,
title = "ACOG Simulation Working Group: A Needs Assessment of Simulation Training in OB/GYN Residencies and Recommendations for Future Research",
abstract = "Objective: To evaluate current availability and needs of simulation training among obstetrics/gynecology (OB/GYN) residency programs. Design: Cross-sectional survey. Setting: Accreditation Council for Graduate Medical Education accredited OB/GYN residency programs in the United States. Participants: Residency program directors, gynecology simulation faculty, obstetrics simulation faculty, and fourth-year residents. Results: Of 673 invited participants, 251 (37.3{\%}) completed the survey. Among the survey responses, OB procedures were more broadly represented compared to the GYN procedures for simulation teaching: 8 (50{\%}) of 16 OB procedures versus 4 (18.2{\%}) of 22 GYN procedures had simulation teaching. Among the simulated procedures, a majority of residents and faculty reported that simulation teaching was available for operative vaginal delivery, postpartum hemorrhage, shoulder dystocia, perineal laceration repair, conventional laparoscopic procedures, and robotic surgery. There were significant differences between residents and faculty perceptions regarding the availability and needs of simulated procedures with a minority of residents having knowledge of Council on Resident Education in Obstetrics and Gynecology (47.2{\%}) and American College of Obstetrics and Gynecology (27.8{\%}) simulation tools compared to the majority of faculty (84.7{\%} and 72.1{\%}, respectively). More than 80{\%} of trainees and faculty reported they felt the average graduating resident could perform vaginal, laparoscopic, and abdominal hysterectomies independently. Conclusions: Simulation is now widely available for both gynecologic and obstetric procedures, but there remains tremendous heterogeneity between programs and the perceptions of residents, program directors, and faculty. The variations in simulation training and readiness for performing different procedures following residency support the need for objective, validated assessments of actual performance to better guide resident learning and faculty teaching efforts.",
keywords = "gynecology, Medical Knowledge, needs assessment, obstetrics, Practice-Based Learning and Improvement, surgical performance, surgical simulation, Systems-Based Practice",
author = "DeStephano, {Christopher C.} and Nitsche, {Joshua F.} and Heckman, {Michael G.} and Erika Banks and Hur, {Hye Chun}",
year = "2019",
month = "1",
day = "1",
doi = "10.1016/j.jsurg.2019.12.002",
language = "English (US)",
journal = "Journal of Surgical Education",
issn = "1931-7204",
publisher = "Elsevier Inc.",

}

TY - JOUR

T1 - ACOG Simulation Working Group

T2 - A Needs Assessment of Simulation Training in OB/GYN Residencies and Recommendations for Future Research

AU - DeStephano, Christopher C.

AU - Nitsche, Joshua F.

AU - Heckman, Michael G.

AU - Banks, Erika

AU - Hur, Hye Chun

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Objective: To evaluate current availability and needs of simulation training among obstetrics/gynecology (OB/GYN) residency programs. Design: Cross-sectional survey. Setting: Accreditation Council for Graduate Medical Education accredited OB/GYN residency programs in the United States. Participants: Residency program directors, gynecology simulation faculty, obstetrics simulation faculty, and fourth-year residents. Results: Of 673 invited participants, 251 (37.3%) completed the survey. Among the survey responses, OB procedures were more broadly represented compared to the GYN procedures for simulation teaching: 8 (50%) of 16 OB procedures versus 4 (18.2%) of 22 GYN procedures had simulation teaching. Among the simulated procedures, a majority of residents and faculty reported that simulation teaching was available for operative vaginal delivery, postpartum hemorrhage, shoulder dystocia, perineal laceration repair, conventional laparoscopic procedures, and robotic surgery. There were significant differences between residents and faculty perceptions regarding the availability and needs of simulated procedures with a minority of residents having knowledge of Council on Resident Education in Obstetrics and Gynecology (47.2%) and American College of Obstetrics and Gynecology (27.8%) simulation tools compared to the majority of faculty (84.7% and 72.1%, respectively). More than 80% of trainees and faculty reported they felt the average graduating resident could perform vaginal, laparoscopic, and abdominal hysterectomies independently. Conclusions: Simulation is now widely available for both gynecologic and obstetric procedures, but there remains tremendous heterogeneity between programs and the perceptions of residents, program directors, and faculty. The variations in simulation training and readiness for performing different procedures following residency support the need for objective, validated assessments of actual performance to better guide resident learning and faculty teaching efforts.

AB - Objective: To evaluate current availability and needs of simulation training among obstetrics/gynecology (OB/GYN) residency programs. Design: Cross-sectional survey. Setting: Accreditation Council for Graduate Medical Education accredited OB/GYN residency programs in the United States. Participants: Residency program directors, gynecology simulation faculty, obstetrics simulation faculty, and fourth-year residents. Results: Of 673 invited participants, 251 (37.3%) completed the survey. Among the survey responses, OB procedures were more broadly represented compared to the GYN procedures for simulation teaching: 8 (50%) of 16 OB procedures versus 4 (18.2%) of 22 GYN procedures had simulation teaching. Among the simulated procedures, a majority of residents and faculty reported that simulation teaching was available for operative vaginal delivery, postpartum hemorrhage, shoulder dystocia, perineal laceration repair, conventional laparoscopic procedures, and robotic surgery. There were significant differences between residents and faculty perceptions regarding the availability and needs of simulated procedures with a minority of residents having knowledge of Council on Resident Education in Obstetrics and Gynecology (47.2%) and American College of Obstetrics and Gynecology (27.8%) simulation tools compared to the majority of faculty (84.7% and 72.1%, respectively). More than 80% of trainees and faculty reported they felt the average graduating resident could perform vaginal, laparoscopic, and abdominal hysterectomies independently. Conclusions: Simulation is now widely available for both gynecologic and obstetric procedures, but there remains tremendous heterogeneity between programs and the perceptions of residents, program directors, and faculty. The variations in simulation training and readiness for performing different procedures following residency support the need for objective, validated assessments of actual performance to better guide resident learning and faculty teaching efforts.

KW - gynecology

KW - Medical Knowledge

KW - needs assessment

KW - obstetrics

KW - Practice-Based Learning and Improvement

KW - surgical performance

KW - surgical simulation

KW - Systems-Based Practice

UR - http://www.scopus.com/inward/record.url?scp=85076596330&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85076596330&partnerID=8YFLogxK

U2 - 10.1016/j.jsurg.2019.12.002

DO - 10.1016/j.jsurg.2019.12.002

M3 - Article

AN - SCOPUS:85076596330

JO - Journal of Surgical Education

JF - Journal of Surgical Education

SN - 1931-7204

ER -