National survey on psychosocial obstetrics and gynecology curriculum in US medical schools

Abstract

Introduction: This study sought to identify how psychosocial topics related to women’s health are taught and assessed in the obstetrics/gynecology program of American medical schools, and what issues may prevent or promote their instruction.

Methods: A questionnaire was distributed to the ob/gyn clerkship director of every US medical school. Directors were asked whether each of four recommended topics were covered in their curricula. They were also asked about barriers to instructing topics not taught, and the importance of these topics.

Results: Out of 136 US medical schools, 57 questionnaires were returned (response rate = 40.4%). In all, 27 schools (48%) include formal training in pregnancy-related mood disorders, 33 (58%) include pre-menstrual syndrome/pre-menstrual dysphoric disorder, 29 (51%) include female sexual dysfunction and 45 (79%) include violence against women. Six schools (12%) listed none of these topics as taught. All but three of the clerkship directors agreed that psychosocial topics are important. The most common reason given for lack of instruction was insufficient time allotted.

Conclusions: Despite agreement on their importance, many US medical schools do not teach psychosocial aspects of women’s health. Addressing the barriers to teaching these topics would help provide medical students with more opportunities to learn about these issues.

• Medical education
• medical school
• psychosocial curriculum
• women’s health

Current knowledge on this subject

• Educators agree that medical students should learn about psychosocial topics that relate to women’s health.

• In the United States, the Association of Professors of Obstetrics and Gynecology has published a guideline to identify important topics.

• It is unclear how often this advice is followed by those who design medical curriculum.

What this study adds

• Psychosocial topics are often left out of the curriculum in obstetrics/gynecology clerkships in US medical schools.

• Formal training in peripartum mood disorders is included in less than half of these programs.

• Medical educators agree on their importance but cite lack of time and expertise as barriers to including these topics in the curriculum.