AuduBon-Bons: Bite-Sized Learning for Residents in the Ambulatory Obstetrics and Gynecology Clinic.

Background: While most medical education happens in the inpatient setting, the vast majority of medicine is practiced in the outpatient setting. Graduates from our obstetrics and gynecology (OB/GYN) program consistently report lower confidence and comfort in the ambulatory, as opposed to inpatient, setting.

Objective: To describe and evaluate a novel curriculum, delivered in an ambulatory clinic covering ambulatory care topics, and to assess its feasibility in a single site OB/GYN residency program.

Preparation and redeployment of house staff during a pandemic.

The COVID-19 pandemic created unique issues for house staff physicians. Gaps in surgical experience due to canceled cases, a focus on obstetrics over gynecology during the spring months when many senior residents and fellows are completing their case requirements and the stress of working with patients infected with a highly communicable disease all contributed to an unprecedented challenge facing residency and fellowship programs. Our objective is to describe how the Obstetrics and Gynecology residency and fellowship programs at Columbia University Irving Medical Center adapted to their changing landscape, redeployed their residents and fellows while assuring ongoing trainee education, wellness and scholarship during the peak of the pandemic.

Educational Intervention to Improve Code Status Discussion Proficiency Among Obstetrics and Gynecology Residents.

Background: Obstetrics and gynecology (OB/GYN) residents receive little formal training in conducting code status discussions (CSDs).

Objective: We piloted an educational intervention to improve resident confidence and competence at conducting CSDs.

Design: The OB/GYN residents at a single institution participated in a 3-part educational program.

Medical students as learners: transforming the resident-level microskills of teaching into a parallel curriculum for medical students to aid the transition from classroom to OB/GYN clerkship.

Introduction: The objective of the study was to describe and assess a brief curricular intervention designed to help medical students adopt active learning strategies.

Methods: Based on student interest, we created a one-hour workshop that focused on seven microskills of learning and presented it to our medical students during their Obstetrics and Gynecology clerkship. The workshop utilized a modified version of the "Five-Step 'Microskills' Model of Clinical Teaching" first described by Neher in 1992 and paralleled the model our residents are taught as part of their "Resident-as-Teacher" curriculum.

No time to think: making room for reflection in obstetrics and gynecology residency.

Background: Reflective practice may help physicians identify and connect with what they value and find meaningful in their work. There are many practical obstacles in teaching narrative skills and reflection to residents in surgical subspecialties. We aimed to assess the feasibility of designing and implementing a writing workshop series within an obstetrics and gynecology curriculum.

A model for instituting a comprehensive program of remediation for at-risk residents.

Residents who are performing below a level appropriate for their stage of training pose challenges for the departments and institutions that train them. This problem may be encountered all over the United States and in every area of medicine. However, programs designed to help these residents improve and overcome their deficits have not yet been described in the literature.