Obstetrics and gynaecology training in Europe needs a next step

Scheele, Fedde; Novak, Živa; Vetter, K.; Caccia, Nicolette; Goverde, Angelique J.

doi:10.1016/j.ejogrb.2014.04.014

Cited by 17 publications

(11 citation statements)

References 15 publications

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“…The medical disciplines represented in the 32 papers were: anaesthesia (Edler, Adamshick, Fanning and Piro, 2010;Lattore and Lumb, 2005), emergency medicine (Thoma et al, 2015;Uddin, Barnett, Parker, Links and Alexander, 2008) dermatology (Baird, Soldanska, and Anderson, 2012), general practice (Hadly, 2010; Gillam and Khanchandani, 2013;Khanchandani and Gillam, 2012;Patterson, Godden, Rughani and Smithson, 2013), internal medicine (Angus, 2009;Hunziker, Tschan, Semmer and Marsch, 2013;Moore, Wininger, and Martin, 2016), obstetrics and gynaecology (Scheele et al, 2014;Steinhardt, 2015), pathology (Brimhall et al, 2007;Hemmer et al, 2007), psychiatry (Garg et al, 2011;Malloy, Butt and Sorter, 2010;Stergiopolous, Maggi, and Sockalingam, 2009), paediatrics (Goodyear, Lakshminarayana, Wall, and Bindal, 2015;Hicks, P., Schumacher, Guralnick, Carraccio and Burke, 2014;Kuo, Thyne, Chen, West and Kamei, 2010;Lakshminarayana, Wall, Bindal and Goodyear, 2015), public health (Foster et al, 2008;Smith, 2015), maternal and child health (Department of Health and Human Services, 2009;Humphreys et al, 2015), medical administration (MacCarrick, Owen, and Hearder, 2014), radiation oncology (Turner et al, 2017), radiology (Brandon and Mullen, 2013;Donelly, 2015;Lexa, 2011), and surgery (Awad, Hayley, Fagan, Berger, and Brunicardi, 2004;Jaffe, Pradarelli, Lemak, Mulholland and Dimick, 2016;…”

Section: Resultsmentioning

confidence: 99%

“…Over several years, numerous 'calls to action' have been directed at doctors to strengthen their ability to lead improvements across increasingly complex health care systems (Dhaliwal and Sehgal, 2014;Khan, Ghatage and Craighead, 2016;McKimm and Swanwick, 2011;Prather and Jones, 2003;Wilkie, 2012). Most describe the need for junior doctors to undertake leadership learning as an integral part of specialty training (or 'residency' in North America) including trainees in general practice (Blumenthal, Bernard, Bohnen, and Bohmer, 2012;Garg, Niekerk and Campbell, 2011;Scheele, Novak, Vetter, Caccia and Goverde, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Discipline-specific competency-based curricula for leadership learning in medical specialty training

Turner

Chan

McKimm

et al. 2018

LHS

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Purpose Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees' capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space. Design/methodology/approach A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison. Findings In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts. Practical implications There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines. Originality/value The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Turner

Chan

McKimm

et al. 2018

LHS

View full text Add to dashboard Cite

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“…Around the world postgraduate medical education (PGME) programs have been restructured according to competency-based frameworks [ 3 , 16 , 23 , 27 , 28 ]. This transition is driven by altering social needs and the wish for a more patient-centred care [ 18 , 21 , 27 ]. Newly designed postgraduate programs embrace frameworks such as the seven roles of CanMEDS [ 3 , 7 ] or the general competencies of the Accreditation Council for Graduate Medical Education (ACGME) [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

Specialty Training’s Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study

et al. 2015

Self Cite

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BackgroundIn postgraduate medical education (PGME), programs have been restructured according to competency-based frameworks. The scale and implications of these adjustments justify a comprehensive implementation plan. Organizational Readiness for Change (ORC) is seen as a critical precursor for a successful implementation of change initiatives. Though, ORC in health care settings is mostly assessed in small scale settings and in relation to new policies and practices rather than educational change. Therefore our aim with this work was to develop an instrument to asses Specialty Training’s Organizational Readiness for curriculum Change (STORC).MethodsA Delphi procedure was conducted to examine the applicability of a preliminary questionnaire in PGME, which was based on existing instruments designed for business and health care organizations. The 41 panellists (19 trainees and 22 supervisors from 6 specialties) from four different countries who were confronted with an apparent curriculum change, or would be in the near future, were asked to rate the relevance of a 89-item web-based questionnaire with regard to changes in specialty training on a 5-point Likert scale. Furthermore, they were invited to make qualitative comments on the items.ResultsIn two rounds the 89-item preliminary questionnaire was reduced to 44 items. Items were either removed, kept, adapted or added based on individual item scores and qualitative comments. In the absence of a gold standard, this Delphi procedure was considered complete when the overall questionnaire rating exceeded 4.0 (scale 0–5). The overall item score reached 4.1 in the second round, meeting our criteria for completion of this Delphi procedure.ConclusionsThis Delphi study describes the initial validating step in the development of an instrument to asses Specialty Training’s Organisational Readiness for curriculum Change (STORC). Since ORC is measured on various subscales and presented as such, its strength lies in analysing these subscales. The latter makes it possible for educational leaders to identify and anticipate on hurdles in the implementation process and subsequently optimize efforts for successful curriculum change.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0408-0) contains supplementary material, which is available to authorized users.

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“…No continente europeu, existe a preocupação a respeito do aprimoramento do treinamento em obstetrícia e ginecologia, em que novas exigências da sociedade exigem mudanças na formação, que deve ser abrangente e atender às necessidades contemporâneas, dos pacientes e dos próprios médicos 12 . No Brasil, o médico residente, gradualmente, ao longo de três anos, desenvolve a competência profissional para o exercício da ginecologia e obstetrícia.…”

Section: Discussionunclassified

Validação de questionário para avaliar a vivência e autoconfiança nas emergências na assistência ao parto vaginal

Nomura¹,

Novoa²,

Pimenta³

et al. 2014

Rev. Bras. Ginecol. Obstet.

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ResumoOBJETIVO: Validar questionário para conhecer e descrever a percepção dos médicos especialistas em ginecologia e obstetrícia quanto à vivência e autoconfiança no atendimento de emergências no parto vaginal. MÉTODOS: Estudo prospectivo de validação de instrumento constituído por afirmativas sobre atendimento nas emergências: parto pélvico (n=23), distocia de ombros (n=20), hemorragia pós-parto (n=24), parto fórcipe (n=32) e vácuo extrator (n=5). Os participantes opinaram sobre cada item segundo escala de Likert (0=discordo plenamente, 1=discordo parcialmente, 2=indiferente, 3=concordo parcialmente e 4=concordo plenamente). O questionário foi aplicado a 12 especialistas em ginecologia e obstetrícia esperando-se encontrar nível de compreensão superior a 80%. Uma escala de cinco pontos foi empregada para avaliar a compreensão de cada questão (de 0=não entendi nada a 5=entendi perfeitamente e não tenho dúvidas). Valores acima de 4 foram considerados indicadores de compreensão suficiente. O instrumento utilizado foi especialmente elaborado para atender às especificidades demandadas. A análise da confiabilidade interna foi pelo coeficiente alfa de Cronbach. Para a validação externa foram calculadas a proporção de itens com plena compreensão, por cada grupo. Para fins de investigação, o alfa deve ser maior do que 0,7. RESULTADOS: Os participantes apresentavam média de idade de 33,3 anos, com desvio padrão (DP) de 5,0 anos, e tempo de formado médio de 5,8 anos (DP=1,3anos). Todos eram especialistas com residência médica em Ginecologia e Obstetrícia. A média da proporção de participantes que compreenderam plenamente os itens de cada emergência estudada foi: parto pélvico 97,3%, distocia de ombros 96,7%, hemorragia pós-parto 99,7%, parto fórcipe 97,4%, e vácuo extrator 98,3%. Os resultados do alfa de Cronbach, para os itens de cada emergência estudada, foram: parto pélvico 0,85, sendo o limite inferior do intervalo de confiança de 95% (IC95%) 0,72, distocia de ombros 0,74 (limite inferior do IC95%=0,51), hemorragia pós-parto 0,79 (limite inferior do IC95%=0,61), parto fórcipe 0,96 (limite inferior do IC95%=0,92), e vácuo extrator 0,90 (limite inferior do IC95%=0,79). CONCLUSÃO: O questionário validado é instrumento útil para conhecer e descrever a percepção do médico quanto à vivência e autoconfiança no atendimento de emergências na assistência ao parto vaginal. Abstract PURPOSE:To validate a questionnaire to be applied in order to learn and describe the perceptions of specialists in obstetrics and gynecology about their experience and self-confidence in the emergency care for vaginal delivery. METHODS: This was a prospective study for the validation of an instrument that contains statements about emergency obstetrical care: breech delivery (n=23), shoulder dystocia (n=20), postpartum haemorrhage (n=24), forceps delivery (n=32), and vacuum extractor (n=5). Participants gave their opinions on each item by applying the Likert scale (0=strongly disagree, 1=partially disagree, 2=indifferent, 3=partially agree and 4=strong...

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Obstetrics and gynaecology training in Europe needs a next step

Cited by 17 publications

References 15 publications

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Discipline-specific competency-based curricula for leadership learning in medical specialty training

Specialty Training’s Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study

Validação de questionário para avaliar a vivência e autoconfiança nas emergências na assistência ao parto vaginal

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