Share This Article:

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

Abstract Full-Text HTML XML Download Download as PDF (Size:197KB) PP. 137-141
DOI: 10.4236/ojog.2013.31A026    3,141 Downloads   5,249 Views   Citations
Author(s)    Leave a comment


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.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Worly, B. (2013) Professionalism education of OB/GYN resident physicians: What makes a difference?. Open Journal of Obstetrics and Gynecology, 3, 137-141. doi: 10.4236/ojog.2013.31A026.


[1] Project Professionalism. The American Board of Internal Medicine. Project%20professionalism.ashx.
[2] Accreditation Council for Graduate Medical Education. ACGME Outcome Project.
[3] Kohn, L.T., Corrigan, J.M., Donaldson, M.S., Eds. (2000) To err is human: Building a safer health system. National Academy of Press, Washington DC.
[4] Rogers Jr., S.O., Gawande, A.A., Kwaan, M., Puopolo, A.L., Yoon, C., Brennan, T.A., et al. (2006) Analysis of surgical errors in closed malpractice claims at 4 liability insurers. Surgery, 140, 25-33. doi:0.1016/j.surg.2006.01.008
[5] Reed, D.A, West, C.P, Mueller, P.S., Ficalora, R.D., Engstler, G.J. and Beckman, T.J. (2008) Behaviors of highly professional resident physicians. Journal of the American Medical Association, 300, 1326-1333. doi:0.1001/jama.300.11.1326
[6] Coverdill, J.E., Carbonell, A.M., Fryer, J., Fuhrman, G.M., Harold, K.L., Hiatt, J.R., et al. (2010) A new professionalism? Surgical residents, duty hours restrictions, and shift transitions. Academic Medicine, 85, S72-S75. doi:0.1097/ACM.0b013e3181ed455b
[7] Adams, K.E., O’Reilly, M., Romm, J. and James, K. (2006) Effect of Balint training on resident professionalism. American Journal of Obstetrics & Gynecology, 195, 1431-1437. doi:0.1016/j.ajog.2006.07.042
[8] Barry, D., Cyran, E. and Anderson, R.J. (2000) Common issues in medical professionalism: Room to grow. American Journal of Medicine, 108, 136-142. doi:0.1016/S0002-9343(99)00405-2
[9] Hojat, M., Gonnella, J.S., Nasca, T.J., Mangione, S., Vergare, M. and Magee, M. (2002) Physician empathy: Definition, components, measurement and relationship to gender and specialty. American Journal of Psychiatry, 159, 1563-1569. doi:0.1176/appi.ajp.159.9.1563
[10] Hojat, M., Fields, S.K., Veloski, J.J., Griffiths, M., Cohen, M.J. and Plumb, J.D. (1999) Psychometeric properties of an attitude scale measuring physician-nurse collaboration. Evaluation & the Health Professions, 22, 208-220. doi:0.1177/01632789922034275
[11] Pearson, A.S., McTigue, M.P. and Tarpley, J.L. (2008) Narrative medicine in surgical education. Journal of Surgical Education, 65, 99-100. doi:0.1016/j.jsurg.2007.11.008
[12] Tokuda, Y., Barnett, P.B., Norisue, Y., Konishi, R., Kudo, H., Miyagi, S. (2009) Questionnaire survey for challenging cases of medical professionalism in Japan. Medical Teacher, 31, 502-507. doi:0.1080/01421590802203488
[13] O’Connell, V.A., Youcha, S. and Pellegrini, V. (2009) Physician burnout: the effect of time allotted for a patient visit on physician burnout among OB/GYN physicians. The Journal of Medical Practice Management, 24, 300-313.
[14] 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

comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.