Best practices for teaching psychosomatic obstetrics and gynecology

References

• Institute of Medicine. Improving Medical education: enhancing the behavioral and social science content of medical school curricula. Washington (DC): National Academies Press; 2004.
   Google Scholar
• Carney PA, Palmer RT, Fuqua Miller M, et al. Tools to assess behavioral and social science competencies in medical education: a systemic review. Acad Med. 2016;91(5):730–742.
   PubMed Web of Science ®Google Scholar
• Scheele F, van der Aa J, Goverde A. editors. Project for achieving consensus in training. 2018. https://ebcog.eu/pact/
   Google Scholar
• Tschudin S, Kaplan Z, Alder J, et al. Psychosomatics in obstetrics and gynecology – evaluation of a compulsory standardized teaching program. J Psychosom Obstet Gynaecol. 2013;34(3):108–115.
   PubMed Web of Science ®Google Scholar
• Rauchfuss M, Kentenich H, Siedentopf F, et al. New challenges in medical education: the psychosomatic training program for gynecologists in Germany. J Psychosom Obstet Gynaecol. 2005;26(2):85–91.
   PubMed Web of Science ®Google Scholar
• Howell EP, Fischer J, Valea FA, et al. Communication matters: a survey study of communication didactics in obstetrics/gynecology residency. Med Sci Educ. 2020;30(3):1069–1076.
   PubMedGoogle Scholar
• Association of Professors of Gynecology and Obstetrics. APGO medical student educational objectives. 11th ed. 2018. https://cdn.ymaws.com/apgo.org/resource/resmgr/apgo-11th-ed-mso-book.pdf
   Google Scholar
• Council on Resident Education in Obstetrics and Gynecology. Educational objectives: core curriculum in obstetrics and gynecology. 12th ed. 2020. https://www.acog.org/-/media/project/acog/acogorg/files/creog/creog-educational-objectives-12th-edition-secured.pdf
   Google Scholar
• Coleman E, Elders J, Satcher D, et al. Summit on medical school education in sexual health: report of an expert consultation. J Sex Med. 2013;10(4):924–938.
   PubMed Web of Science ®Google Scholar
• Roth Bayer C, Eckstrand KL, Knudson G, et al. Sexual health competencies for undergraduate medical education in North america. J Sex Med. 2017;14(4):535–540.
   PubMed Web of Science ®Google Scholar
• Paarlberg KM, van de Wiel HBM, editors. Bio-Psycho-Social obstetrics and gynecology: a Competency-Oriented approach. Cham: Springer; 2017.
   Google Scholar
• Edozien LC, O’Brien PMS, editors. Biopsychosocial Factors in obstetrics and gynaecology. Cambridge: Cambridge University Press; 2017.
   Google Scholar
• Kern DE, Branch WT, Jackson JL, General Internal Medicine Generalist Educational Leadership Group, et al. Teaching the psychosocial aspects of care in the clinical setting: practical recommendations. Acad Med. 2005;80(1):8–20.
   PubMed Web of Science ®Google Scholar
• Schaffir J, Waddell V, Watson D, et al. National survey on psychosocial obstetrics and gynecology curriculum in US medical schools. J Psychosom Obstet Gynaecol. 2014;35(2):37–41.
   PubMed Web of Science ®Google Scholar
• Shindel AW, Parish SJ. Sexuality education in North American medical schools: current status and future directions. J Sex Med. 2013;10(1):3–17; quiz 18.
   PubMed Web of Science ®Google Scholar
• Pancholy AB, Goldenhar L, Fellner AN, et al. Resident education and training in female sexuality: results of a national survey. J Sex Med. 2011;8(2):361–366.
   PubMed Web of Science ®Google Scholar
• Landesärztekammer B. Weiterbildungsordnung für die ärzte bayerns, neufassung vom 17. 2021. p. 476–479. https://api.blaek.de/content/medien/yd760fstxx1524808768aimwgtlzcb360/entwurf-neufassung-der-weiterbildungsordnung-fuer-die-aerzte-bayerns-vom-17.10.2021.pdf
   Google Scholar
• Garbarino AH, Kohn JR, Coverdale JH, et al. Current trends in psychiatric education among obstetrics and gynecology residency programs. Acad Psychiatry. 2019;43(3):294–299.
   PubMed Web of Science ®Google Scholar
• Coverdale J, Roberts LW, Balon R, et al. Pedagogical implications of partnerships between psychiatry and obstetrics-gynecology in caring for patients with major mental disorders. Acad Psychiatry. 2015;39(4):430–436.
   PubMed Web of Science ®Google Scholar
• Strong C, Miller BE, Photopulos GJ, et al. An approach to teaching ethical, legal, and psychosocial aspects of gynecologic oncology in a residency program. Obstet Gynecol. 1997;89:142–144.
   PubMed Web of Science ®Google Scholar
• Green CMM, Foy J, Earls MF. Committee on Psychosocial Aspects of Child and Family Health/Mental Health Leadership Work Group. Achieving the pediatric mental health competencies. Pediatrics. 2019;144(5):e20192758.
   PubMed Web of Science ®Google Scholar
• Frank JR, Snell, L, Sherbino J, editors. CanMEDS 2015 physician competency framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.
   Google Scholar
• McCoubrie P. Improving the fairness of multiple-choice questions: a literature review. Med Teach. 2004;26(8):709–712.
   PubMed Web of Science ®Google Scholar
• Goodwin D, Machin L. How we tackled the problem of assessing humanities, social and behavioural sciences in medical education. Med Teach. 2016;38(2):137–140.
   PubMed Web of Science ®Google Scholar
• Hulsman RL, Ros WJG, Winnubst JAM, et al. Teaching clinically experienced physicians communication skills: a review of evaluation studies. Med Educ. 1999;33(9):655–668.
   PubMed Web of Science ®Google Scholar
• Hodges B, Turnbull J, Cohen R, et al. Evaluating communications skills in the OSCE format: reliability and generalizability. Med Educ. 1996;30(1):38–43.
   PubMed Web of Science ®Google Scholar
• Abraham S. Gynaecological examination: a teaching package integrating assessment with learning. Med Educ. 1998;32(1):76–81.
   PubMed Web of Science ®Google Scholar
• Levine SB, Resnick PJ, Engel IM, et al. A sexuality curriculum for gynecology residents. J Med Educ. 1978;53(6):510–512.
   PubMedGoogle Scholar
• Koelkebeck K, Baessler F, Bittner R, et al. Medical education in psychosocial disciplines in times of the COVID-19 pandemic – first experiences. Fortschr Neurol Psychiatr. 2021;89(11):573–577.
   PubMed Web of Science ®Google Scholar