women’s health pathway pathway student introduction ana e. núñez, md associate professor,...
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Women’s Health Pathway
PATHWAY STUDENT INTRODUCTION
Ana E. Núñez, MDAssociate Professor, Medicine
Women’s Health Pathway Director
Welcome - What’s value added about the pathway?• Tailored senior experience linked to interests/needs• Helpful nudges to get personal statements, CV’s,
boards done perfect and out in time….• Resources to a national network via the Center of
Excellence’s system of physicians and leaders in medicine in various disciplines
• Participation in diverse, interactive and fun activities• Obtain training in IRB to enable research work now
and in the future• Exploring options in medical education, health policy
and networking as you design your career for the future
• Opportunity to function in a multi and interdisciplinary way
Pathway was created to:
• Advise
• Counsel
• Enable the development of the next generation of physician leaders in sex and gender medicine in every discipline of medicine
Overview
• Overarching Goals and Objectives
• Structure and Function
• Evaluation
Overarching Pathway Goals• Open to all disciplines• Academic advising• Student professional mentorship• Oversight of senior level skills development
WH Pathway Focus on Sex and Gender Medicine
• Students will obtain:– essential skills, body of knowledge, skills and
attitudes needed to deliver advanced, high quality, culturally appropriate care for women
– achieved by required and elective courses in women's health in clinical, basic science, academic, psycho-social and research areas
• Required WH Ambulatory Clerkship– builds on Primary Care Skills– multi-disciplinary approach to health care concerns of
the female patient, beyond their reproductive functions
Example of ObjectivesKnowledge Components
• Diseases that are unique to or more common in women or for which there are differences in diagnosis and treatment for men or women
• How to take an appropriate history from and know how to perform a complete and sensitive physical exam
• The factors determining "women's wellness" over their life cycle and enable women to participate in disease prevention
Skills Component
• Deliver effective, culturally appropriate women's health care in a multidisciplinary setting.
• Increase their abilities to analyze the literature and incorporate into clinical practice
• Synthesize diverse situations and opportunities in women's health
Attitude Components
• Demonstrate an attitude which will ensure appropriate health care for women
• Demonstrate an attitude which indicates an appreciation of the power of the physician
• Display an attitude which indicates an understanding of the diversity of women in the community, based on differences in race, culture, ethnicity and social and economic factors and how this impacts on health care
WH Four Week Rotations Stuff
• Required rotation – WH Ambulatory• Addition rotations:
– Community* – College Health – Block 5 and 8 Only– Archives*– Policy*– Education/Academic*
*Needs preparation prior to rotation to optimize the experience
Required Five Components WH Ambulatory
1. Clinical Activities: Primary Women’s Health Care and Specialized Skills – Tailored to Student’s Needs and Interest
2. Academic Activities: Paper, Women’s Health Resource Materials, and Journal Club, Guiding Questions
3. Community Outreach Experience
4. Mentoring – attending women’s health activities and providing leadership at programming
Clinical Activities
• Primary Women’s Health Care • Inter- and multi-disciplinary primary care
focused• students role model with women's health
experts• increase their knowledge and skills in
clinical care• Specialized Skills in Women's Health
• Students have an opportunity to refine skills such as:• interpretation of mammographic findings• Analysis of pelvic floor dysfunction• Addressing special needs of women with HIV• Other selections tailored to future specialty
Electives
• Education / Academic Elective
• College Health
• Women’s Health and Public Policy
• Women’s Health in the Community
• Women Then & Now: Women and History—A Women’s Health Education & Archives Elective
Student Responsibilities
With the exception of the WH Ambulatory rotation, students may enroll in any rotation for credit as a core pathway elective if they fulfill the following responsibilities:
• meet with the Pathway Director (PD) and – develop rotation-appropriate women's health objectives;
have mid-point formative feedback; end of the rotation project presentation and summative evaluation.
• meet all required clinical expectations of the rotation• use the WH checklist of competencies and review this with their
clinical supervisor• develop a WH focused project to be completed over the four
weeks• attend women’s health seminar series and WH events/activities• provide leadership to years 1-3 in mentorship opportunities• promote the pathway and sex and gender medicine at Drexel,
regionally and nationally• help identify and recruit new preceptors to the Pathway• help refine and create new educational opportunities
Community Experience and Enduring Materials2. Academic Activities:
• Required answering of guiding questions to readings in women's health
• Focused survey paper – topic based upon student interested and signed off by PD. Their paper will include a review of the literature and synthesize their particular learning acquired during the four–week rotation
• Bulletin board or newsletter that complements the curriculum• Journal Club
3. Community Outreach Experience• Students will spend a portion of their time in a community
setting that compliments their clinical experience4. Mentoring
• Students will attend Women’s Health activities and provide leadership at programming
• Example - Seminar series, journal clubs, health fairs, and workshops
Student Timeline
Spring Year 3 Students select pathway
Spring Year 3 Students participate in orientation meeting
Spring to Summer
Individual student meetings to tailor pathway to interests and cover essential Women's Health concepts
Fall Year 4 Students begin pathway rotations. Mid-rotation evaluations within required Ambulatory Rotation. Paper topic delineated during this session.
Spring Year 4 Group Pathway meeting
Spring to Graduation
Individual Exit Interviews
Reciprocal Relationships
• Collaborative arrangements– Obstetrics/Gynecology– Pediatrics
– Meaning that Women's Health Pathway students interested in Ob/Gyn or Peds are invited and fully included in Ob/Gyn or Peds Pathway activities.
• New collaborators welcome
Pathway Trends
Year Pathway No.
Elective No.
1999 - 2000 3 9
2000 – 2001 2 7
2001 – 2002 9 14
2002 – 2003 6 12
2003 – 2004 7 20
2004 – 2005 9 102005-2006 6 15
0
5
10
15
20
25
30
1999-2000
2000-01 2001-02 2002-03 2003-04 2004-5 2005-6
Pathway Elective
Recent Graduates Name Program Hospital City2003 (6)Rebecca Smith Pediatrics UNC Chapel Hill, NCHaleema Javid Radiology Christiana Care Christiana, DENyali Taylor Surgery Pennsylvania Hosp Philadelphia, PASumana Kesh Medicine Brown University Providence, RINancy Matteer Medicine Baylor Baylor, TexasAmy Baranoski Medicine Thomas Jeff Univ Philadelphia, PA
2004 (7)Faunda Campbell Ob/Gyn Lehigh Valley Lehigh, PAAmparo Gordian Medicine Lenox Hill Hosp New York, NYNkiruka Ohamej Medicine John Hopkins Baltimore MDStacey Scheib Ob/Gyn Thomas Jeff Univ Philadelphia, PAKerri Kissell Medicine Univ of Maryland Baltimore, MDAnca Barbu Surgery Univ Hosp Cleveland Cleveland OHTracie Gong Pediatrics UCSF – Fresno Fresno, CA
2005 (9)Tracie Bennett Ob/Gyn Barnes-Jewish Hosp MO St. Louis, MOLeelia Franck Family Med Univ Mass Med School Worcester,MACynthia Lim Medicine Temple University Philadelphia, PAMarin Mercurius Ob/Gyn St Joseph’s Hospital Ann Arbor, MIAmie Miklavcic Ob/Gyn Virg Commonwealth Univ Richmond, VAKirin Munar Pediatrics Miami Children’s Miami, FLMeredith Profeta Pediatrics University of Michigan Ann Arbor, MINatasha Sandy Family Med Mountainside Hosp Montclair, NJShalini Shah Family Med York Hospital York, PA
Graduating Pathway Students
Name Program Hospital City2006 (6)Sarah Katel Ob/Gyn KP Los Angeles Los Angeles,
CADianna Moseley Ob/Gyn St. Joseph’s Mercy Ann Arbor, MINina Nanda Family Med UCLA Medical Center Los Angeles,
CAGretchen Strahle Ob/Gyn Abington Hospital Abington, PAShiv Sudhakar Internal Med KP Santa Clara Santa Clara,
CAKarbo Tam Ob/Gyn KP San Francisco San Francisco,
CA
Women's Health Pathway Specialty Selection 2000-2006
Ob/Gyn
IM
FM
Peds
Surg
Neuro
IM- Geriatrics
Ortho
IM- GI
Rad
Qualitative Feedback
• Most attractive elements of the pathway:– Good resources, good opportunity to
share resources– Diversity of electives and opportunities
to explore areas outside of your chosen specialty
– Guidance– Personal approach of office– Students receive autonomy to choose
paper topic– Professional development
Suggested Changes:
• Limited staff makes organization and timeliness frustrating
• More guidance to students entering family medicine
Future Plans
• Formalize recruitment of new faculty preceptors and clinical sites
• Develop new elective opportunities– Introduction to clinical trials research– Evidence based medicine review– Interventional aspects in sex and gender
medicine– Pelvic floor rotation (under development)– Inpatient women’s health rotation– And a bunch of other things…..
2006 Exit Evaluation Data
Strongly Agree
Agree Neutral
Received useful advice regarding Senior Course selection from Pathway Advisor
33% 50% 17%
Received useful advice regarding career choices from my Pathway Advisor
40% 40% 20%
Found the Pathway helpful in attaining educational objectives
33% 67%
2006 Exit Evaluation Data
Found faculty in my principal Pathway to be:
Strongly Agree
Agree Disagree
effective role models 33% 67%
effective teachers 33% 67%
helpful in providing useful advice regarding application to residency programs
17% 67% 17%
In my Pathway, I:Strongly Agree
Agree Disagree
achieved the goals and objectives 17% 83%
felt the learning climate was optimal
17% 67% 17%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Useful Sr Course Advice
Useful Career Advice
Path met objectives
Faculty effective Role models
Faculty effective teachers
Faculty's advice useful for residency
Met Goals in Path
optimal learning climate
Path highly effective
Evaluation of Women's Health Pathway
Strongly agree Agree Neutral Disagree Strongly disagree
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