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Journal articles on the topic 'Medical, obstetrics-gynecology'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Keith, Louis. "Obstetrics and Gynecology for Medical Students." JAMA: The Journal of the American Medical Association 269, no. 10 (March 10, 1993): 1316. http://dx.doi.org/10.1001/jama.1993.03500100116047.

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2

Tolsgaard, Martin G. "Medical education research in obstetrics and gynecology." American Journal of Obstetrics and Gynecology 220, no. 1 (January 2019): 121. http://dx.doi.org/10.1016/j.ajog.2018.09.013.

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3

QUAM, LOIS, ROBERT DINGWALL, and PAUL FENN. "Medical Malpractice Claims in Obstetrics and Gynecology." Obstetrical & Gynecological Survey 44, no. 1 (January 1989): 53–55. http://dx.doi.org/10.1097/00006254-198901000-00015.

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4

Chang, Judy C., Michele R. Odrobina, and Kathleen McIntyre-Seltman. "Residents as Role Models: The Effect of the Obstetrics and Gynecology Clerkship on Medical Students' Career Interest." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 341–45. http://dx.doi.org/10.4300/jgme-d-09-00070.1.

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Abstract Background Medical students' choice of residency specialty is based in part on their clerkship experience. Postclerkship interest in a particular specialty is associated with the students' choice to pursue a career in that field. But, many medical students have a poor perception of their obstetrics and gynecology clerkships. Objective To determine whether fourth-year medical students' perceptions of teaching quality and quantity and amount of experiential learning during the obstetrics-gynecology clerkship helped determine their interest in obstetrics-gynecology as a career choice. Methods We distributed an anonymous, self-administered survey to all third-year medical students rotating through their required obstetrics and gynecology clerkship from November 2006 to May 2007. We performed bivariate analysis and used χ2 analysis to explore factors associated with general interest in obstetrics and gynecology and interest in pursuing obstetrics and gynecology as a career. Results Eighty-one students (N = 91, 89% response rate) participated. Postclerkship career interest in obstetrics and gynecology was associated with perceptions that the residents behaved professionally (P < .0001) and that the students were treated as part of a team (P = .008). Having clear expectations on labor and delivery procedures (P = .014) was associated with postclerkship career interest. Specific hands-on experiences were not statistically associated with postclerkship career interest. However, performing more speculum examinations in the operating room trended toward having some influence (P = .068). Although more women than men were interested in obstetrics and gynecology as a career both before (P = .027) and after (P = .014) the clerkship, men were more likely to increase their level of career interest during the clerkship (P = .024). Conclusions Clerkship factors associated with greater postclerkship interest include higher satisfaction with resident professional behavior and students' sense of inclusion in the clinical team. Obstetrics and gynecology programs need to emphasize to residents their role as educators and professional role models for medical students.

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Kanayeva, N. V., and G. V. Chishova. "The future has arrived. Review of world innovative technologies in obstetrics and gynecology." Public health of the Far East Peer-reviewed scientific and practical journal 2, no. 88 (June 1, 2021): 71–80. http://dx.doi.org/10.33454/1728-1261-2021-2-71-80.

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Medical science does not stand still. Obstetrics and gynecology are dynamically developing disciplines, constantly updated with the latest achievements of medical science and practice. The article provides an overview of modern innovative technologies in obstetrics, gynecology, perinatology, reproductive medicine and medical genetics in Russia and in the world.

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Beigi, Richard H., Galen E. Switzer, Larraine Presley, and David E. Soper. "Awareness of Infectious Diseases in Obstetrics and Gynecology Among Residents and Residency Directors." Infectious Diseases in Obstetrics and Gynecology 2006 (2006): 1–4. http://dx.doi.org/10.1155/idog/2006/42967.

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Awareness of the subspecialty of infectious diseases in obstetrics and gynecology is low among United States residents and residency directors.Objective. Given the burden of infectious diseases on women's health, we sought to assess current awareness, interest, and perceived value of the subspecialty of infectious diseases in obstetrics and gynecology among current United States obstetrics and gynecology residents and residency directors.Methods. Two separate surveys addressing awareness, perceived value and interest in the subspecialty were sent to (1) a random20%sample of obstetrics and gynecology residents and (2) all obstetrics and gynecology residency directors.Results. Seventy percent of the residency directors were familiar with the subspecialty and67.0%placed value on infectious disease specialists in an academic department. Thirty percent of the residents reported awareness of the subspecialty. Thirty-six percent of residency directors reported that medical infectious disease specialists deliver formal education to the obstetrics and gynecology residents.Conclusion. United States obstetrics and gynecology residents and residency directors have a low awareness of the subspecialty. An open niche exists for formal education of residents in infectious diseases in obstetrics and gynecology by department specialists. These findings can be incorporated into ongoing recruitment efforts for the subspecialty of infectious diseases in obstetrics and gynecology.

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Mendez, Melissa, and Michael S. Cardwell. "Obstetrics and Gynecology Residency Ultrasonography Program Curriculum." Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, no. 1 (2014): 16–21. http://dx.doi.org/10.5005/jp-journals-10009-1329.

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ABSTRACT Ultrasound skills—technical and interpretive—are essential to the practice of obstetrics and gynecology. The Accreditation Council for Graduate Medical Education provides guidance, though limited, on what an obstetrics and gynecology residency ultrasonography program curriculum should include. A review of several educational institutions’ approaches to the ultrasonography curriculum is presented. A detailed discussion of the Texas Tech University Health Sciences Center, Paul L Foster School of Medicine, obstetrics and gynecology residency ultrasonography program curriculum is provided for additional consideration. How to cite this article Cardwell MS, Mendez M. Obstetrics and Gynecology Residency Ultrasonography Program Curriculum. Donald School J Ultrasound Obstet Gynecol 2014;8(1):16-21.

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8

Yapar Eyi, Elif Gül. "Concept of medical expertise in Obstetrics and Gynecology." Perinatal Journal 24, no. 1 (April 1, 2016): 32–40. http://dx.doi.org/10.2399/prn.16.0241008.

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Yapar Eyi, Elif Gül. "Concept of medical expertise in Obstetrics and Gynecology." Perinatal Journal 24, no. 1 (April 1, 2016): 32–40. http://dx.doi.org/10.2399/prn.160241008.

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10

Adams, Reuben H., and Jay M. Beck. "Obstetrics and Gynecology at Baylor University Medical Center." Baylor University Medical Center Proceedings 15, no. 3 (July 2002): 268–74. http://dx.doi.org/10.1080/08998280.2002.11927853.

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11

Williams, Deborah J. "Diagnostic Medical Sonography: Obstetrics and Gynecology.2nd ed." Radiology 207, no. 1 (April 1998): 152. http://dx.doi.org/10.1148/radiology.207.1.152.

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12

Holmstrom, Shelly, Farina Klocksieben, Damien Zreibe, and Kevin OʼBrien. "Medical Student Abuse—An Obstetrics and Gynecology Perspective." Obstetrics & Gynecology 132 (October 2018): 41S. http://dx.doi.org/10.1097/01.aog.0000546616.95400.b1.

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13

Young, Amy E. "Value-Based Medical Education in Obstetrics and Gynecology." Obstetrics & Gynecology 130, no. 4 (October 2017): 684–85. http://dx.doi.org/10.1097/aog.0000000000002273.

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Yadav, Ghanshyam S., Nupur R. Nagarkatti, Sagar O. Rohondia, Hadi Erfani, Charles C. Kilpatrick, and Mark A. Turrentine. "Academic tweeting in #ObGyn. Where do we stand?" Journal of Perinatal Medicine 47, no. 8 (October 25, 2019): 867–70. http://dx.doi.org/10.1515/jpm-2019-0166.

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Abstract Objective To describe the scenario of academic tweeting and utilization of Twitter by editorial board members of the leading journal in obstetrics and gynecology. Methods The Twitter presence of an editorial board members of obstetrics and gynecology journal with an impact factor greater than 4 was determined. Details of their Twitter activity, year of graduation from medical school and gender were analyzed. Median SparkScore™, an online influence measure, of journals was compared to the highest impact factor journals in medicine (New England Journal of Medicine, The Lancet, The British Medical Journal and Journal of the American Medical Association). Results In the six highest impact factor journals in obstetrics and gynecology, 92 of 240 (38.3%) editorial board members had an active Twitter account. The Twitter presence of editorial members of Obstetrics and Gynecology was statistically less when compared to all other journals (P < 0.01). The median number of tweets in the last 24 h and 7 days were 0. Median SparkScore™ for the highest impact factor obstetrics and gynecology journals (24) were lower compared to the highest impact journals in medicine (66) (P = 0.03). Conclusion Editorial board members of the six highest impact factor journals in obstetrics and gynecology are not capitalizing on the dynamic nature of Twitter and its instant convenient access from our smartphones to further academia, when compared to specialties in medicine. There is a need for increased adoption of Twitter among physician leaders in the specialty.

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Stewart, D. E., and G. P. Lippert. "Psychiatric Consultation-Liaison Services to an Obstetrics and Gynecology Department." Canadian Journal of Psychiatry 33, no. 4 (May 1988): 285–89. http://dx.doi.org/10.1177/070674378803300410.

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This paper describes the psychiatric consultation-liaison services provided to an Obstetrics and Gynecology Department. Clinical services are provided both by program consultation and by individual inpatient and outpatient referral. Clinical problems in obstetrics and gynecology that result in psychiatric referral are discussed. Research interests which play an important role in the program are described. Educational activities are directed toward ward and clinic staff, undergraduate medical students, residents and the practising specialist. The combination of well articulated consumer requests, interested gynecologists and obstetricians, broadened gynecology residency training objectives, and greater involvement of consultation-liaison psychiatrists suggests a promising future for psychosomatic obstetrics and gynecology.

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Mikhelson, A. F., Yu Yu Chebotareva, and E. P. Evdokimova. "History of the Rostov school of obstetrics and gynecology (to celebrate the 90th anniversary of the Rostov State Medical University, Ministry of Health of Russia)." Medical Herald of the South of Russia 12, no. 1 (March 29, 2021): 98–104. http://dx.doi.org/10.21886/2219-8075-2021-12-1-98-104.

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In November 1915, the Russian University of Warsaw appeared in Rostov-on-Don, which later became the Donskoy University, and in the present – the Rostov State Medical University. The Department and clinic of obstetrics and women’s diseases in Rostov-on-Don were set up as part of the medical department of the University of Warsaw, which was evacuated to Rostovon-Don also in 1915. The founder of the Department was a doctor of medicine, Professor Anastasiy Alexandrovich Sitcinski. The Rostov school of obstetricians and gynecologists, which is distinguished by continuity, the presence of family dynasties, observance of traditions in the transfer of knowledge, skills, and moral qualities, began with the activities of this doctor. The stages of development of the Rostov school of obstetrics and gynecology presented in the article are of current importance in the aspect of studying problems related to the history of medicine. In order to analyze the scientific directions of the Rostov school of obstetrics and gynecology, the peculiarities of the work of the departments of obstetrics and gynecology of the Rostov state medical University were studied. The assessment of continuity in scientific work and practical activities were carried out. The article presents the features of the development of the Rostov school of obstetrics and gynecology over the past 90 years. The work of individual departments of obstetrics and gynecology, their scientific directions were analyzed.

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Hryzhymalskyi, Ye V. "Sedation in obstetrics and gynecology." Infusion & Chemotherapy, no. 3.2 (December 15, 2020): 63–65. http://dx.doi.org/10.32902/2663-0338-2020-3.2-63-65.

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Background. Sedation is a controlled medical depression of consciousness with the preservation of protective reflexes, independent effective breathing and response to physical stimulation and verbal commands. Requirements for sedation include rapid onset of effect, short action, minimal impact on the cardiorespiratory system, lack of delirium and emetic effect. The goals of sedation include patient comfort, minimization of pain and discomfort, anxiolysis, amnesia, control of patient behavior, rapid recovery. Objective. To describe the features of sedation in obstetrics and gynecology. Materials and methods. Analysis of literature data on this topic; own research. The study included 64 women with gynecological diseases who underwent elective surgery under regional anesthesia. Longocaine and Longocaine Heavy (“Yuria-Pharm”) were used as local anesthetics. Sedation by dexmedetomidine ("Yuria-Pharm") was used in group 1, and by propofol in group 2. Results and discussion. Cesarean section is characterized by high levels of stress. The main requirements for sedation during caesarean section include the preservation of consciousness, self-breathing and protective reflexes of the respiratory tract, minimal impact on hemodynamics, short duration of action of drugs. Subjective methods (different scales, verbal contact with the patient, assessment of pupil dilation, pulse, respiratory rate, blood pressure) and objective methods (electroencephalography, BIS spectral index) are used to determine the degree of sedation. Mandatory monitoring during sedation includes non-invasive blood pressure measurement, pulse oximetry, electrocardiography, capnography, BIS monitoring. Capnography is the most effective type of monitoring. For the safety of procedure carefully trained personnel, the device for mechanical lung ventilation, a set for ensuring passability of respiratory tracts, a defibrillator, and drugs for emergency medical care are necessary. For procedural sedation, drugs such as propofol, barbiturates, benzodiazepines, dexmedetomidine, ketamine, and inhalation anesthetics are used. The advantages of benzodiazepines are rapid effect and amnestic action, the disadvantages include the promotion of delirium and respiratory depression, no analgesic effect. The last two effects are also typical for propofol, which also causes pain in the vein during administration and the propofol infusion syndrome. The advantages of propofol include rapid onset of effect and rapid awakening, ease of titration, amnestic and antiemetic action. Ketamine also provides a rapid onset of effect and rapid awakening, and has an analgesic effect, however, causes hallucinations and hypersalivation, increased motor activity. Dexmedetomidine is an analgesic, has a sedative effect and a minimal effect on respiratory status. Disadvantages of dexmedetomidine include slow onset of effect and dose-dependent decrease in blood pressure. A number of scientific studies indicate the absence of adverse effects of dexmedetomidine during cesarean section under regional anesthesia. According to our own study, sedation with dexmedetomidine caused hypotension 26.5 % less often than sedation with propofol. Targeted sedation with dexmedetomidine caused almost no respiratory depression, whereas sedation with propofol led to moderate hypoxemia in 21 % of patients and severe hypoxemia in 35.9 % of patients. Dexmedetomidine contributed to a more pronounced reduction in pain, which can be explained by its own analgesic effect. Conclusions. 1. The goals of sedation include patient comfort, minimization of pain and discomfort, anxiolysis, amnesia, control of patient behavior, rapid recovery. 2. The main requirements for sedation during caesarean section include the preservation of consciousness, independent breathing and protective reflexes of the respiratory tract, minimal impact on hemodynamics, short duration of action of drugs. 3. Capnography is the most effective type of monitoring during sedation. 4. Sedation with dexmedetomidine caused hypotension 26.5 % less often than sedation with propofol. 5. Targeted sedation with dexmedetomidine caused almost no respiratory depression. 6. Dexmedetomidine contributed to a more pronounced reduction in pain than propofol.

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Brown Will, Susan E. "Perioperative Nursing Care in Obstetrics and Gynecology." AORN Journal 110, no. 2 (July 29, 2019): 130–33. http://dx.doi.org/10.1002/aorn.12771.

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Eichbaum, Quentin. "Telemedicine and Ultrasound in Obstetrics and Gynecology." Donald School Journal of Ultrasound in Obstetrics and Gynecology 3, no. 4 (2009): 11–15. http://dx.doi.org/10.5005/jp-journals-10009-1029.

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Abstract Telemedicine refers to the use of telecommunication technologies for the purpose of transmitting medical information between physically separated clinical sites, in order to provide health care to patients at such remote locations. Additionally, telemedicine can be used to educate health care workers and students at distant locations. Telemedicine technologies can be categorized as either ‘store-andforward’ or ‘interactive’ (or ‘synchronous/asynchronous’) depending on the timing of the transmission of information. This review focuses on applications of telemedicine to the field of obstetric and gynecologic (Obs/Gyne) ultrasound. It also examines the utilization patterns of telemedicine, as well as its costs and benefits. Finally, this article examines the role of telemedicine in medical education, specifically also with reference to Obs/Gyne ultrasound.

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Tillotson, Glenn S., and Joni Tillotson. "Infectious Diseases in Obstetrics and Gynecology." Expert Review of Anti-infective Therapy 7, no. 4 (May 2009): 413–14. http://dx.doi.org/10.1586/eri.09.9.

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Burd, I. "An ACOG-affiliated medical student obstetrics and gynecology club." Obstetrics & Gynecology 94, no. 6 (December 1999): 1051–53. http://dx.doi.org/10.1016/s0029-7844(99)00458-5.

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Laros, Russell K. "Presidential address: Medical-legal issues in obstetrics and gynecology." American Journal of Obstetrics and Gynecology 192, no. 6 (June 2005): 1883–89. http://dx.doi.org/10.1016/j.ajog.2005.02.058.

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Burd, Irina D., Sharon Mass, Alex Karshenboyem, and Gloria Bachmann. "AN ACOG-AFFILIATED MEDICAL STUDENT OBSTETRICS AND GYNECOLOGY CLUB." Obstetrics & Gynecology 94, no. 6 (December 1999): 1051–53. http://dx.doi.org/10.1097/00006250-199912000-00029.

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Gabbur, Nagaraj, and Eric Forman. "Influences on Medical Student Obstetrics and Gynecology Specialty Choice." Obstetrics & Gynecology 107, Supplement (April 2006): 79S. http://dx.doi.org/10.1097/00006250-200604001-00188.

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Mehta, Aasta D., Bo Young Park, and Peter Schwartz. "Does Medical Liability Affect Obstetrics and Gynecology Resident Retention?" Obstetrics & Gynecology 123 (May 2014): 120S. http://dx.doi.org/10.1097/01.aog.0000447075.57362.53.

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Dresner, Neham, Valerie Raskin, and Larry S. Goldman. "Medical psychiatric grand rounds on an obstetrics—Gynecology service." General Hospital Psychiatry 12, no. 5 (September 1990): 335–40. http://dx.doi.org/10.1016/0163-8343(90)90053-f.

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Bhute, Anupama. "Informed Consent in Obstetrics and Gynecology: Indian Scenario." International Journal of Recent Surgical and Medical Sciences 03, no. 01 (June 2017): 067–71. http://dx.doi.org/10.5005/jp-journals-10053-0043.

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AbstractInformed consent is the process by which the treating health care provider discloses appropriate information to a competent patient so that the patient may make a voluntary choice to accept or refuse treatment. Or, in simple words, consent is agreement or permission to do or allow something. The element of consent is one of the critical issues in the area of medical treatment today. It is well known that the patient must give valid consent to medical treatment; and it is his or her prerogative to refuse treatment even if the said treatment will save their life. No doubt this raises many ethical debates and falls at the heart of medical law today. This study reviews the various provisions by the Royal College of Obstetricians and Gynaecologists for consent in obstetrics and gynecology as well as the Indian legal provisions in consent.

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Ho, Hoi, and Lorenzo Aragon. "Obstetrics and Gynecology Ultrasound and Evidence-based Medicine in Medical Education." Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, no. 1 (2014): 77–82. http://dx.doi.org/10.5005/jp-journals-10009-1338.

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ABSTRACT Evidence-based medicine (EBM) is the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. Despite improvement in knowledge, technology, effective medical therapies and ample practice guidelines, the practice of medicine in all specialties including obstetrics and gynecology (OB/GYN) continues to lag behind along with alarming rate of medical errors. Similarly, ultrasonography is rapidly expanding in the practice of medicine across many specialties but standardized requirements and ultrasound curricula for residency training in obstetrics and gynecology are still lacking. EBM is a required component of the curriculum of medical education at all levels but still does not have a firm foothold in the practice of medicine in the United States and other countries because of barriers. There are many proposed changes to improve the efficacy of current teaching of EBM and ultrasound including an early introduction in preclinical curriculum and integration of a longitudinal EBM-ultrasound training in the continuum of medical education. We present a case of postmenopausal bleeding (PMB) which was managed according to the traditional way, and review of EBM literature to contrast differences in clinical decision of two clinical approaches. How to cite this article Aragon L, Ho H. Obstetrics and Gynecology Ultrasound and Evidence-based Medicine in Medical Education. Donald School J Ultrasound Obstet Gynecol 2014;8(1):77-82.

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Laitman, Benjamin M., Lukas Ronner, Kristin Oliver, and Eric Genden. "US Medical Trainees’ Knowledge of Human Papilloma Virus and Head and Neck Cancer." Otolaryngology–Head and Neck Surgery 162, no. 1 (October 29, 2019): 56–59. http://dx.doi.org/10.1177/0194599819886117.

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Given the increasing incidence of human papilloma virus (HPV)–positive head and neck cancers (HNCs), discussion of this oncologic outcome should be incorporated into HPV vaccine counseling practices. Yet, preliminary evidence shows that knowledge of the association between HPV and HNC is lacking among most medical trainees. To better characterize this deficit, we nationally assessed knowledge of HPV’s association with HNC among medical students and residents across 4 specialties (pediatrics, obstetrics and gynecology, family medicine, and otolaryngology). A total of 3141 responses from 46 states were obtained (n = 402 pediatric residents, n = 346 obstetrics/gynecology residents, n = 260 family medicine residents, n = 87 otolaryngology residents, and n = 2045 medical students). Only 40.3% of surveyed medical students and 56.1% of surveyed obstetrics/gynecology, pediatrics, and family medicine residents identified associations between persistent HPV infection and HNC. When counseling on the vaccine, nonotolaryngology residents more often discussed cervical cancer (99.8%) as compared with HNC (39.7%), commonly because of less HNC knowledge (61.5%). These results suggest that it is imperative to develop educational interventions targeted at medical students and resident trainees on the front line of HPV vaccine counseling and administration.

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Bezhenar, Vitaliy F., and Anastasia S. Turlak. "Professor Alexey S. Slepykh on the 95th anniversary." Journal of obstetrics and women's diseases 68, no. 4 (October 5, 2019): 107–12. http://dx.doi.org/10.17816/jowd684107-112.

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In 2019, the 95th anniversary of the famous obstetrician-gynecologist Alexey S. Slepykh, who was the head of the Department of Obstetrics and Gynecology of the Leningrad Sanitary and Hygienic Medical Institute (now North-Western State Medical University named after I.I. Mechnikov), is celebrated. The article is devoted to the biography of Alexey Slepykh, in which a trace of his research path is displayed and his clinical and teaching activity with his main achievements in the field of obstetrics and gynecology are described.

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Bento, Silvana Ferreira, Karla Simônia de Pádua, Rodolfo de Carvalho Pacagnella, Karayna Gil Fernandes, Maria José Duarte Osis, Graciana Alves Duarte, and Anibal Faúndes. "Advantages and Disadvantages of Medical Abortion, According to Brazilian Residents in Obstetrics and Gynaecology." Revista Brasileira de Ginecologia e Obstetrícia / RBGO Gynecology and Obstetrics 42, no. 12 (December 2020): 793–99. http://dx.doi.org/10.1055/s-0040-1718952.

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Abstract Objective To find out which was the opinion of residents in obstetrics and gynecology about the advantages and disadvantages of medical abortion as compared with surgical procedures. Method Cross-sectional multicenter study among residents in obstetrics and gynecology from 21 maternity hospitals located in 4 different geographical regions of Brazil, using a self-responded questionnaire with 31 questions related to their opinion and experience on providing abortion services. Results Most residents agreed that “being less invasive” (94.7%), “does not require anesthesia” (89.7%), “can be accompanied during the process” (89.1%), “prevents physical trauma” (84.4%) were the main advantages of medical abortion. Conclusion Residents perceived both clinical and personal issues as advantages of medical abortion.

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Zalud, Ivica, Shelby Wong, and Tod C. Aeby. "Current Trends in Obstetrics and Gynecology Ultrasound Continuing Medical Education." Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, no. 1 (2014): 60–64. http://dx.doi.org/10.5005/jp-journals-10009-1335.

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ABSTRACT Continuing medical education (CME), by definition, should contribute to the professional growth and development of the participating healthcare providers. The purpose of this review is to put CME in a historical perspective and discuss its role in contemporary ultrasound practice in the USA. Ultrasound is continuously enhancing and improving the practice of obstetrics and gynecology. As ultrasound technology becomes more sophisticated, medical training must evolve and CME should play an important role in keeping the practitioner current. The medical educators’ responsibility is to ensure that new technology is used properly to improve and maintain the health of patients. Applying contemporary educational techniques and adhering to established adult-learning principles will lead to effective and efficient learning environments, thus contributing to improved patient care. How to cite this article Aeby TC, Wong S, Zalud I. Current Trends in Obstetrics and Gynecology Ultrasound Continuing Medical Education. Donald School J Ultrasound Obstet Gynecol 2014;8(1):60-64.

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Yevtushenko, I. D., A. A. Radionchenko, and Ye M. Kharitonova. "Department of obstetrics and gynecology of the Siberian State Medical University. I.N. Grammatikaty (1858—1917). To the 145^th birthday." Bulletin of Siberian Medicine 2, no. 4 (December 30, 2003): 13–21. http://dx.doi.org/10.20538/1682-0363-2003-4-13-21.

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The biography of an outstanding scientist, a founder of the chair of obstetrics and gynecology, an ordinary professor of the Emperor’s Tomsk University (now SibSMU) I.N.Grammatikaty, one of the creators of Russian obstetric and gynecologic literature, has been presented in this article. Here are presented materials reflecting the formation and development of the chair of obstetrics and gynecology and the main scientific achievements of the chair for the last 10 years.

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Merritt, Brian, Thomas Simunich, and John Ashurst. "Medical Degree Disparity Among Authors in Obstetrics and Gynecology Journals." Journal of the American Osteopathic Association 119, no. 2 (February 1, 2019): e1. http://dx.doi.org/10.7556/jaoa.2019.020.

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Grimes, D. "Teaching critical appraisal to medical students in obstetrics and gynecology." Obstetrics & Gynecology 92, no. 5 (November 1998): 877–82. http://dx.doi.org/10.1016/s0029-7844(98)00276-2.

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Krueger, P. M. "Do women medical students outperform men in obstetrics and gynecology?" Academic Medicine 73, no. 1 (January 1998): 101–2. http://dx.doi.org/10.1097/00001888-199801000-00021.

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Kappy, Michelle D., Elizabeth Holman, Samantha Kempner, Sally A. Santen, Bethany Skinner, and Maya Hammoud. "Identifying Medical Student Mistreatment in the Obstetrics and Gynecology Clerkship." Journal of Surgical Education 76, no. 6 (November 2019): 1516–25. http://dx.doi.org/10.1016/j.jsurg.2019.04.010.

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Grimes, David A., Joseph A. Bachicha, and Lee A. Learman. "TEACHING CRITICAL APPRAISAL TO MEDICAL STUDENTS IN OBSTETRICS AND GYNECOLOGY." Obstetrics & Gynecology 92, no. 5 (November 1998): 877–82. http://dx.doi.org/10.1097/00006250-199811000-00027.

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Kim, Tae-Hee, Seung Do Choi, and Su-Hyeon Woo. "An Ethical Issue in Medical Education of Obstetrics and Gynecology." Journal of Menopausal Medicine 21, no. 3 (2015): 130. http://dx.doi.org/10.6118/jmm.2015.21.3.130.

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Moreno-Hunt, Carey, and William M. Gilbert. "Current Status of Obstetrics and Gynecology Resident Medical–Legal Education." Obstetrics & Gynecology 106, no. 6 (December 2005): 1382–84. http://dx.doi.org/10.1097/01.aog.0000187895.59463.5b.

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Graziano, Scott C., Sarah M. Page-Ramsey, Samantha D. Buery-Joyner, Susan Bliss, LaTasha B. Craig, David A. Forstein, Brittany S. Hampton, et al. "Developing as an Academic Medical Educator in Obstetrics and Gynecology." Obstetrics & Gynecology 134, no. 3 (September 2019): 621–27. http://dx.doi.org/10.1097/aog.0000000000003417.

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Recker, Florian, Eva Weber, Brigitte Strizek, Ulrich Gembruch, Susan Campbell Westerway, and Christoph F. Dietrich. "Point-of-care ultrasound in obstetrics and gynecology." Archives of Gynecology and Obstetrics 303, no. 4 (February 8, 2021): 871–76. http://dx.doi.org/10.1007/s00404-021-05972-5.

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Abstract Background The rapid technical development and portability of ultrasound systems over recent years has had a profound impact on the area of point-of-care-ultrasound (POCUS), both in general medicine and in obstetrics and gynecology. The use of POCUS enables the clinician to perform the ultrasound scan either at the medical office or the patient’s bedside and used as an extension of the physical examination. Real-time images can immediately be correlated with the patient’s symptoms, and any changes in a (critical) patient’s condition can be more rapidly detected. POCUS in OBGYN POCUS is also suitable for time-critical scenarios, and depending on the situation and its dynamics, the course and results of any therapy may be observed in real time. POCUS should be considered to be a routine extension of practice for most OB/GYN clinicians as it can give immediate answers to what could be life-threatening situations for the mother and/or baby. With its proven usefulness, the applications and use of POCUS should be incorporated in teaching programs for medical students, OBGYN residents and emergency physicians.

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Kira, Evgeniy Fedorovich, Mikhail Nikonovich Kozovenko, and Zaira Magomedovna Kazieva. "The Scientific School of academician G. E. Rein(to the 160th anniversary of birth)." Journal of obstetrics and women's diseases 64, no. 4 (September 15, 2015): 103–10. http://dx.doi.org/10.17816/jowd644103-110.

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For the first time in the history of obstetrics and gynecology gives information about the structure and activities of the scientific school of academician G. E. Rein, implemented in the first half of the 20th century not only in Russian Empire, the RSFSR and the USSR, but at the medical faculty of Sofia University (Bulgaria). The best of the students, who founded their own schools in the USSR are identified. They included professors, headed the departments of obstetrics and gynecology in Russian, Soviet and Bulgarian universities (medical schools): G. G. Bruno, V. L. Lozinsky, A. P. Neelov, G. F. Pisemsky, A. A. Redlikh, K. K. Skrobansky, I. V. Sudakov, A. P. Yakhontov, also D. Stamatov and B. Trichkov. Under the guidance of academician G. E. Rein they not only acquired practical skills or solved scientific problem of his time, but continued to develop their own original ideas and research directions suggested by his teacher, sharing and improving the proposals in obstetrics and gynecology. During the Civil War (1918-1920) scientific school of academician G. E. Rein suffered significant losses: in Kiev was killed professor G. G. Bruno (1919), Petrograd professor A. A. Redlikh (1919), the founder of the school, emigrated from Russia... To this day, its activity has not been the object of research, although prominent members of this school have achieved outstanding success, becoming one of the first academicians of the USSR Academy of Medical Sciences in specialty “Obstetrics and Gynecology” (K. K. Skrobansky) or the founder of the national Obstetrics and Gynecology in Bulgaria (D. Stamatov). Hence, further research in the field of formation and activity of the scientific school of academician G. E. Rein is an actual scientific task.

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Genack, Lorri J., and G. Berry Schumann. "Diagnostic Cytology Training for Obstetrics and Gynecology Physicians." Laboratory Medicine 19, no. 7 (July 1, 1988): 432–37. http://dx.doi.org/10.1093/labmed/19.7.432.

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Baier, Kristina. "Observing the Status of Women Through Health System Interactions." University of Ottawa Journal of Medicine 7, no. 2 (December 18, 2017): 75–77. http://dx.doi.org/10.18192/uojm.v7i2.2200.

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This elective report provides an overview of the challenges women in Bolivia face when accessing care for reproductive health reasons. The perspectives provided in this paper are from the viewpoint of a Canadian medical student, after completing a 4-week elective in obstetrics and gynecology. Examples within obstetrics, gynecology, and obstetrical violence are used to provide insight into personal reflections regarding the status of women, observed during clinical encounters with patients and staff in a women’s hospital. Résumé

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Trachuk, Lidia. "Recommendations for a doctor-patient communicating in oncology, obstetrics, gynecology and pediatrics." Psychosomatic Medicine and General Practice 3, no. 4 (January 11, 2019): e0304126. http://dx.doi.org/10.26766/pmgp.v3i4.126.

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Background: The quality and effectiveness of health care is largely determined by the quality of contact between doctor and patient. Possessing communicative skills and knowledge of effective means of medical communication allows a doctor of any specialty to solve more effectively complex tasks that arise in the medical-diagnostic process. Methods: This review is based on materials of the articles on the recommendations of evidence-based medicine concerning the communication of doctors and patients in oncology, obstetrics and gynecology and pediatrics clinics. Results: As result, we anticipate that this review will distribute and promote knowledge about methods of evidence-based medicine for improving communication in obstetrics-gynecology, pediatrics and oncology clinics. Conclusion: The physicians’ ability to communicate effectively is the key to a successful relationship between a patient and a doctor. The current state of the health care system requires increased clinical efficacy and less time for each patient, which may impede the quality of communication between the patient and the physician. The use of a patient-centered approach, empathy, shared decision-making improves the relationship between patient and physician, the effectiveness of therapy and increased adherence to prescribed treatment in oncology, obstetrics, gynecology and pediatrics.

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Sobbing, Jackson, Jennifer Duong, Frank Dong, and David Grainger. "Residents as Medical Student Mentors During an Obstetrics and Gynecology Clerkship." Journal of Graduate Medical Education 7, no. 3 (September 1, 2015): 412–16. http://dx.doi.org/10.4300/jgme-d-14-00667.1.

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ABSTRACT Background Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. Objective We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013–2014 academic year. Methods A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; residents were given information on MSMP requirements and were randomly assigned to students. We surveyed students and residents about their experience with the MSMP. Results Of 49 eligible medical students, 43 (88%) completed postsurveys. All students reported not having a mentoring program on other clerkships. Postclerkship, students indicated that they would participate in the MSMP again (32 of 38, 84%), and felt that having a mentor on other clerkships (30 of 36, 83%) would be beneficial. Students reported receiving educational (20 of 41, 49%) and procedural (33 of 41, 80%) instruction, personal development feedback (23 of 41, 56%), and career advice (14 of 41, 34%) from resident mentors. Out of a total of 45 possible surveys by residents, 17 (38%) were completed. Residents did not feel burdened by students (14 of 17, 82%), and all responded that they would participate in the MSMP again. Conclusions Feedback from medical students suggests that a mentoring program during clerkships may provide potential benefits for their careers and in 1-on-1 instruction.

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Khani, Afshin, and Ehsan Assadollahi. "Medical Male Students in Obstetrics and Gynecology Clerkship: Are they Guilty?" Oman Medical Journal 29, no. 4 (July 17, 2014): 306. http://dx.doi.org/10.5001/omj.2014.81.

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MYLES, T. "Medical licensure examination scores: relationship to obstetrics and gynecology examination scores." Obstetrics & Gynecology 100, no. 5 (November 2002): 955–58. http://dx.doi.org/10.1016/s0029-7844(02)02324-4.

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BORSARI, C. "Obstetrics and gynecology after residency: did your medical education prepare you?" Obstetrics & Gynecology 101, no. 4 (April 2003): S21. http://dx.doi.org/10.1016/s0029-7844(02)02798-9.

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