Regular physical activity has been shown to improve pregnancy outcomes. We sought to identify barriers to exercise during the first trimester of pregnancy. Five hundred forty-nine pregnant women in their first trimester rated barriers to exercise on a scale of 1 (not a barrier) to 5 (a huge barrier) and recorded physical activity (minutes/week). Women were placed into one of three classifications, nonexercisers (zero exercise), infrequent exercisers (<150 minutes/week), or exercisers (≥150 minutes/week). The greatest barriers (mean) were nausea/fatigue (3.0) and lack of time (2.6). Exercisers reported significantly lower barrier levels. Nausea/fatigue was a greater barrier for nonexercisers compared to exercisers (3.6 vs 2.8, p < .001). Focusing education and interventions on these barriers may help pregnant women achieve healthy exercise levels.

Effective and expedient management of an impacted fetal head (IFH) at cesarean delivery is essential to avoid maternal and neonatal morbidity. The incidence of an IFH at the time of cesarean may increase because of changing practice guidelines regarding the acceptable duration of the second stage of labor. Based on limited available evidence comparing the "push," "pull," and other methods for delivery of the IFH, we suggest the primary disengagement technique be selected based on surgeon experience and propose a management algorithm "ALERT" for clinical application.

graphics with x 2 overall knowledge acquisition with paired t tests, and differences between lecture group with Wilcoxon-Mann Whitney test. RESULTS:We randomized 36 trainees to one of two lecture formats and found no significant differences in learner demographics. Baseline knowledge was lower in the continuous compared with short lecture group (37% compared with 52% correct responses, P5.03). Of the 28 participants who completed the online lectures, knowledge improved significantly (P,.001), but did not differ by lecture format (86% compared with 88% correct, P5.84). Knowledge overall declined at 4 weeks (P,.001) but did not differ by lecture format (73% compared with 77% correct, P5.38). Satisfaction was similar for both lecture formats (79% compared with 65% rated lecture very good/excellent, P5.41).DISCUSSION: Study participants had significant and lasting improvement in their knowledge as well as high satisfaction regardless of the online lecture format. PURPOSE:To describe the temporal trends of published medical education studies within obstetrics and gynecology and compare this with other specialties. BACKGROUND: Medical education studies in obstetrics and gynecology seem under-represented in the published literature. PURPOSE:To develop a tool that assesses proficiency in interprofessional communication and to determine the psychometric properties of the tool.BACKGROUND: Delivery of safe patient care in medical emergencies requires effective inter-professional communication. Medical providers who are learning to practice in high-acuity settings should be evaluated on these communication skills. With the increased focus on competency-based assessment, there is a clear need for an instrument

Ethnicity, contraceptive use, having a recent sexually transmitted infection, and parity were not found to be significant predictors of completion.CONCLUSION: Although the vaccine was provided for free, completion rates were far from ideal. This suggests that cost of the vaccine may not be an important barrier toward completion of the vaccine schedule and that other factors like knowledge of the dosing schedule and awareness of the benefits provided by the vaccine should be emphasized among adolescent women.