No abstract

No abstract

No abstract

PROBLEM: Student feedback regarding the 50-minute didactic session on sexually transmitted infections (STIs) in the Ob-Gyn Clerkship was poor, and students wanted more interactive instruction methods in our curriculum. INTERVENTION: We created a new curriculum for STIs that is more interactive and appropriate for adult learners. Students begin with a self-directed assignment, where they are referred to specific resources and national guidelines to build their fund of knowledge. We replaced the previous didactic lecture with an interactive case-based session that demonstrates clinical application of the material. Small groups of students discuss four clinical vignettes: STI screening, a patient with a genital ulcer, a woman with pelvic inflammatory disease (PID), and a victim of sexual assault. To assess the effectiveness of our method, we will review student feedback on the new curriculum and student performance on the National Board of Medical Examiners subject exam for Obstetrics and Gynecology. We are also conducting a survey for fourth year students that asks how they would manage a patient with PID and a patient requesting STI screening. CONTEXT: Screening, diagnosis, and treatment of sexually transmitted infections (STIs) are critical areas of competency for medical students, and interactive teaching methods are increasingly utilized in the modern medical curriculum. OUTCOME/LESSONS LEARNED: The current session has been very positively received by students. There has not been a significant change in exam scores. We will conduct our fourth-year survey in the coming academic year to determine whether there is a significant difference in approach to the two vignettes.

INTRODUCTION: Support for abortion rights is portrayed as antithetical to family values. With shifting provider demographics, we explored the emotional and ideological effects of pregnancy and parenthood on abortion providers. METHODS: We conducted a web-based cross-sectional survey of U.S. abortion providers. We calculated descriptive statistics using Stata SE and utilized an inductive, iterative approach to code free-text responses and identify qualitative themes, organized using Atlas.ti. IRB approval was obtained. RESULTS: Of 321 respondents, 227 (70.7%) provided write-in responses, 176 (77.5%) of whom were parents. Qualitative analysis yielded a nested model for understanding the interplay of parenthood and abortion provision: 1) On a societal level, the false dichotomy between “pro-choice” and “pro-child” provokes tension, with providers often erroneously anticipating that parenting will increase the emotional challenges of their work. 2) At the patient level, shared reproductive experiences intensify empathy, often stimulating a stronger therapeutic bond (“A patient asked if I was a mom and when I said I was she said 'well then you understand'”). 3) On the level of pregnancy itself, the juxtaposition of contrasting fetal outcomes forces providers to confront how maternal motivation defines a pregnancy's meaning. 4) At the individual provider level, reconciling identities as both loving parents and reproductive advocates leads to increased passion and commitment to both roles. CONCLUSION: We demonstrate a multi-level framework to understand the effects of personal reproductive experiences on abortion providers. Acknowledging both the tension and gratification of these dual roles may humanize abortion providers and promote honesty and camaraderie in the family planning community.