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Hojat, M., Gonnella, J.S., Mangione, S., Nasca, T.J., Veloski, J.J., Erdmann, J.B., et al. (2002) Empathy in medical students as related to academic performance, clinical competence and gender. Medical Education, 36, 522-527. doi:0.1046/j.1365-2923.2002.01234.x

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• TITLE: Professionalism education of OB/GYN resident physicians: What makes a difference?

  AUTHORS: Brett Worly

  KEYWORDS: Curriculum Development; Education; Medicine; Narrative; OB/GYN; Physician; Professionalism; Resident

  JOURNAL NAME: Open Journal of Obstetrics and Gynecology, Vol.3 No.1A, February 4, 2013

  ABSTRACT: 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.