Time for Educational Revamp? A Nationwide Survey of Fellowships in Minimally Invasive Gynecologic Surgery Program Directors’ and Fellows’ Didactic Experiences

Abstract

Study Objective

A desire for curriculum standardization in obstetrics and gynecology residencies has been identified. No prior investigations of educational experience in fellowships in minimally invasive gynecologic surgery (FMIGS) programs have been completed. This study aimed to determine the state of the FMIGS didactic education and the perceptions of fellowship directors and fellows regarding a standardized curriculum.

Design

National survey.

Setting

Web-based survey platform.

Participants

AAGL FMIGS program directors and fellows.

Interventions

N/A.

Measurements and Main Results

Eighty-seven of the 151 fellowship directors responded to the survey, resulting in a response rate of 57.6%. Fifty-eight the 97 fellows responded to the survey, for a response rate of 59.8%. When participants were asked whether their programs had structured didactic education curricula, 98.9% of fellowship directors replied yes, whereas only 77.6% of fellows responded yes (p <.001). Approximately 97% of fellowship directors reported that structured didactic time was protected from clinical duties. However, only 67.2% of the fellows reported that didactic time was protected (p <.001). Participants (71.3% of the fellowship directors and 84.5% of the fellows) strongly agreed that their didactic education could be improved. A large majority of the participants agreed that all MIGS fellows should learn the same content in their didactic curricula, that fellows should have access to the same educational resources, and that participating in a standardized didactic curriculum would allow for a better transition into independent practice.

Conclusion

Fellowship directors and fellows are aligned with their desire to improve their current didactic education programs and the need for a centrally located, structured, and standardized fellowship education curriculum.