ArticleJournal of medical education and curricular development
Developing Tomorrow's Obstetrics and Gynecology Physicians: A Holistic Approach to Undergraduate Curriculum Transformation.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
Introduction: Competency-based medical education (CBME) requires structured and contextually relevant curriculum reform. In obstetrics and gynecology (OBGYN), aligning undergraduate training with clinical competencies and national health priorities remains a global challenge, particularly in contexts with limited opportunities for procedural experience Objective: To develop, implement, and evaluate a validated, full life-cycle curriculum reform process for undergraduate OBGYN education aligned with Kern's Six-Step Approach and international best practices Methods: A comprehensive curriculum review and reform were conducted using a validated full life-cycle process. The process included general and targeted needs assessments, international benchmarking, and a sequence of faculty development mini-workshops. Flipped classrooms, simulation, case-based learning, curriculum mapping, and observable professional activities (OPAs) were integrated. Evaluation involved analysis of student satisfaction, competency attainment, and faculty feedback following implementation. Results: Lecture hours were reduced and replaced with active, learner-centered strategies. Flipped classroom and simulation-based sessions enhanced engagement, communication, and procedural confidence. Student satisfaction scores improved across domains (mean 3.6-4.2/5), and interest in OBGYN as a career increased from <5% to 34%. Faculty reported improved alignment between learning outcomes, teaching methods, and assessment tools. Conclusion: Integrating CBME principles with flipped and simulation-based methods, mapped OPAs, and structured evaluation yielded measurable improvements in learner performance, engagement, and professional interest. This validated, full-cycle reform process provides a replicable and sustainable framework for curriculum renewal in OBGYN education within regional and global contexts.
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