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Professionalism education of ob/gyn resident physicians: What makes a difference?

Open Journal of obstetrics and gynecology 2013年第1期3卷 137-141页

作者： Brett Worly Department of ob/gyn Thomas Jefferson University Philadelphia USA

objective: The aim of this study was to evaluate the efficacy of a new Professionalism curriculum in an obstetrics and gynecology (ob/gyn) residency after introducing Narrative Medicine and Professional Development/Support Group (PDSG) programs. Methods: 32 ob/gyn residents participated in this IRB approved pilot study. Twenty residents were assessed with the Barry Challenges to Professionalism Questionnaire (Barry), the Jefferson Scale of Empathy-Physician Version (JSE), and the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration (JSAT) in August 2010, as controls. Five Narrative Medicine sessions and four PDSG sessions were then used from August 2010-May 2011, for resident physician professionalism education. Seventeen residents then underwent post-testing with the Barry, JSE, and JSAT in May 2011. Results: The pre-test/post-test Barry comparison showed an improvement in scores after introduction of the new Narrative Medicine and PDSG curriculum (7.6 +/- 2.1 versus 8.4 +/- 1.6;p = 0.10) though this was not statistically significant. Pre-test/post-test comparison of JSAT scores showed a statistically significant decline in collaboration (52.3 +/- 4.1 versus 49.7 +/- 3.7;p = 0.028) while JSE scores showed a downward trend in empathy (109.3 +/- 10.0 versus 104.8 +/- 9.2;p = 0.086). Conclusion: Narrative Medicine and PDSG small group sessions could be an effective component of ob/gyn resident physician Professionalism curriculum. This pilot project was underpowered, due to limited resources.

关键词： Curriculum Development Education Medicine Narrative ob/gyn Physician Professionalism Resident

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