Gynecologic oncology education for obstetrics and gynecology residents: a needs assessment

The objective of this needs assessment is to determine self-identified areas of strength and weakness in residents' Gynecologic Oncology (GO) knowledge and elucidate gaps that may be addressed in future curricular initiatives.

This was a cross-sectional survey designed to assess the effectiveness of current GO curricula at residency programs across the United States. Needs assessment surveys were distributed via a Program Director (PD) listserv to Obstetrics and Gynecology (OB/GYN) PDs in May 2024, with requests to distribute to OB/GYN residents and GO faculty. The primary outcome in this study was respondents' overall satisfaction with their current GO curricula. Groups were compared in a pairwise fashion using Chi-squared testing for categorical variables and t test or Wilcoxon rank sum for continuous parametric and non-parametric variables, respectively. Multivariate logistic regression was used to control for confounders and to identify variables that were independently associated with participant satisfaction. As a secondary outcome, respondent scores assigned to ten key topics within GO were ranked.

There were 85 survey respondents including 51 residents and 34 faculty. The primary composite outcome of satisfaction with the current curriculum was met in 30 participants (35.3%). Those who were satisfied were more likely to be part of a large residency program (43.3% vs 20.0%, p = 0.02), and reported greater numbers of annual gynecologic oncology lectures (5 + lectures, 70.0% vs 30.9%, p=<0.001). No difference was noted between groups in regard to region or setting of residency program, gender, or rate of additional graduate degrees. Satisfaction was reported in 27.4% of residents vs 47.1% of faculty (p = 0.06).On multivariate logistic regression, having 5 or more lectures per year was the only independent predictor of higher satisfaction (aOR 4.8, 95%CI 1.7-13.4, p = 0.003). Both residents and faculty reported the strongest resident knowledge was in the following 3 key domains: preoperative and postoperative care, critical care and inpatient management, and surgical principles. Residents identified lectures as their preferred educational format, and a preference for supplemental education to be offered during protected resident education time at the workplace.

In this survey study we aimed to assess the overall levels of satisfaction with GO educational curricula, to identify specific areas of strengths and weaknesses within curricula, and to propose strategies for improvement. Satisfaction rates with GO curricula amongst current OBGYN residents and faculty were relatively low. Our findings suggest that investing in GO-focused lectures may improve resident education curricula.