A literature review and proposed framework for a core curriculum in obstetrics and gynecology for medical students globally

Abstract

Background: There have been challenges in deciding the curricular content in obstetrics and gynecology (Ob/Gyn) for medical students because the core knowledge, competencies, and duration of Ob/Gyn clerkships, varies widely by country.Objectives: To investigate current recommendations for Ob/Gyn curricula for medical students globally, in a rapid review of the literature and websites of a selection of medical schools. Search Strategy:A targeted search of selected databases (PubMed and Google Scholar) using relevant key words and a search of university websites.Selection Criteria: Studies that applied to medical or undergraduate students in Ob/Gyn. Data Collection and Analysis:A standardized extraction form on Microsoft excel to extract and chart data. Main Results:We identified recommendations from national professional bodies (Royal College of Obstetricians and Gynaecologists, Royal Australian and New Zealand College of Obstetricians and Gynaecologists, Association of Professors of Gynecology and Obstetrics, and the Turkish-National Core Curriculum), and descriptions from five university websites. We also identified additional objectives, including teaching on intimate partner violence, health priorities in low-and middle-income countries, and a variation in practical skills recommended.

Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory

“…The findings from the needs assessment prior to introducing the new program are consistent with previous research showing that core knowledge and competencies acquired during O&G clerkships vary widely depending on the medical school ( 25 ). The call for a need to ensure that teaching in the earlier phases of the MBBS program should better prepare them for the clinical clerkship is consistent with the finding that clinical reasoning requires knowledge in real or simulated clinical environments ( 34 ).…”

“…The sessions were held on a Monday morning (aligning to the over-arching Year 5 curriculum delivery) and included an induction/introduction session on week 1 and sessions on labor and delivery (week 3), obstetric emergencies (week 5), and gynecology emergencies (week 7). The chosen topics addressed some of the issues highlighted in the student’s feedback and were core topics important to the curriculum of all O&G clerkships globally ( 25 ). Two revision sessions before each biannual (December and May) examination (1 for each half of the cohort) were also introduced.…”