Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-22T14:51:08.722Z Has data issue: false hasContentIssue false

Section III - Family Planning Curricular Design & Implementation

Published online by Cambridge University Press:  30 July 2021

Uta Landy
Affiliation:
University of California, San Francisco
Philip D Darney
Affiliation:
University of California, San Francisco
Jody Steinauer
Affiliation:
University of California, San Francisco
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Advancing Women's Health Through Medical Education
A Systems Approach in Family Planning and Abortion
, pp. 173 - 262
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

The Obstetrics and Gynecology Milestone Project. J Grad Med Educ. 2014;6:129143.CrossRefGoogle Scholar
National Abortion Federation. The Abortion Option: A Values Clarification Guide for Health Care Professionals. Washington, DC: National Abortion Federation, 2005.Google Scholar
Steinauer, JE, Hawkins, M, Turk, JK, Darney, P, Preskill, F, Landy, U. Opting out of abortion training: benefits of partial participation in a dedicated family planning rotation for ob-gyn residents. Contraception. 2013;87:8892.CrossRefGoogle Scholar
American College of Obstetricians and Gynecologists. ACOG Committee Opinion No. 385 November 2007: the limits of conscientious refusal in reproductive medicine. Obstet Gynecol. 2007;110:12031208.CrossRefGoogle Scholar
Committee on Health Care for Underserved Women. ACOG Committee Opinion No. 612: abortion training and education. Obstet Gynecol. 2014;124:10551059.Google Scholar
Committee on Health Care for Underserved Women. ACOG Committee Opinion No. 613: increasing access to abortion. Obstet Gynecol. 2014;124:10601065.CrossRefGoogle Scholar

References

Hauer, KE, Boscardin, C, Brenner, JM, van Schaik, SM, Papp, KK. Twelve tips for assessing medical knowledge with open-ended questions: designing constructed response examinations in medical education. Med Teach. 2020;42(8):880885. doi:10.1080/0142159X.2019.1629404.Google Scholar
Kern, D. Overview: a six-step approach to curriculum development. In Thomas, P, Kern, DE, Hughes, MT, Chen, BY (Eds.), Curriculum Development for Medical Education: A Six-Step Approach, 3rd ed. Baltimore, MD: Johns Hopkins University Press; 2016:59.Google Scholar
Interstate Renewable Energy Council. Basic guidelines for training curriculum: key components of a curriculum. https://irecusa.org/workforce-education/training-resources/best-practices-the-series/best-practices-2-curriculum-program-development/key-components-of-a-curriculum/. Accessed July 11, 2019.Google Scholar
Taylor David, CM, Hamdy, Hossan. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561–1572. https://doi.org/10.3109/0142159X.2013.828153Google Scholar
Thomas, P, Abras, C. Step 4: educational strategies. In Thomas, P, Kern, DE, Hughes, MT, Chen, BY (Eds.), Curriculum Development for Medical Education: A Six-Step Approach, 3rd ed. Baltimore, MD: Johns Hopkins University Press; 2016:5783.Google Scholar
Council of Resident Education in Obstetrics and Gynecology – American College of Obstetricians and Gynecologists (CREOG-ACOG). Educational Objectives: Core Curriculum in Obstetrics and Gynecology, 11th ed. Washington, DC: American College of Obstetricians and Gynecologists; 2016.Google Scholar
Sweet, LR, Palazzi, DL. Application of Kern’s six-step approach to curriculum development by global health residents. Educ Health (Abingdon)2015 May–Aug;28(2):138141. doi:10.4103/1357-6283.170124CrossRefGoogle ScholarPubMed
Hermsen, JL, Mokadam, NA, Verrier, ED. Flipping the classroom: how to optimize learning in the didactic setting. Thorac Surg Clin. 2019;29(3):279284. doi:https://doi.org/10.1016/j.thorsurg.2019.04.002CrossRefGoogle ScholarPubMed
Yang, SC. The alternative surgical curriculum. Thorac Surg Clin. 29(3):291301. doi:10.1016/j.thorsurg.2019.04.003CrossRefGoogle Scholar
Kurtz, JB, Lourie, MA, Holman, EE, Grob, KL, Monrad, SU. MCQs: creating assessments as an active learning strategy: what are students’ perceptions? A mixed methods study. Med Educ Online. 2019;24:1. https://doi.org/10.1080/10872981.2019.1630239Google Scholar

References

McGaghie, WC, Miller, GE, Sajid, AW, Telder, TV. Competency-Based Curriculum Development in Medical Education. Geneva: World Health Organization; 1978.Google Scholar
Frank, JR, Snell, LS, Cate, OT, et al. Competency based medical education: theory to practice. Med Teach. 2010;32(8):638645.Google Scholar
Elam, S. Performance-Based Teacher Education: What Is the State of the Art? Washington, DC: American Association of Colleges for Teacher Education; 1971.Google Scholar
Royal College of Physicians and Surgeons of Canada. About CanMEDS. www.royalcollege.ca/rcsite/canmeds/about-canmeds-eGoogle Scholar
Frank, JR, Snell, L, Sherbino, J. (Eds.). Can Meds 2015 Physician Competency Framework. Ottawa: Royal College of Physicians and Surgeons of Canada; 2015.Google Scholar
Swing, SR. The ACGME Outcome Project: retrospective and prospective. Med Teach. 2007;29:648654.CrossRefGoogle ScholarPubMed
Holmboe, ES, Yamazaki, K, Edgar, L, et al. Reflections on the first 2 years of milestone implementation. J Grad Med Educ. 2015;7(3): 506512.CrossRefGoogle ScholarPubMed
Dreyfus, S, Dreyfus, H. A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition. Berkeley: University of California Operations Research Center; 1980. Monograph. www.dtic.mil/dtic/index.htmlGoogle Scholar
Hsu, Ca-C, Sandford, BA. The Delphi technique: making sense of consensus. Pract Assess Res Eval. 2007;12(10). http://pareonline.net/getvn.asp?v=12&n=10Google Scholar
Holmboe, ES, Edgar, L, Hamstra, S. The Milestones Guidebook Version 2016. Chicago: ACGME; 2016.Google Scholar
Norcini, J, Anderson, B, Bollela, V, et al. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach. 2011;33:206214.Google Scholar
Issenberg, SB, McGaghie, WC. Looking to the Future. International Best Practices for Evaluation in the Health Professions. London: Radcliffe Publishing; 2013:341359.Google Scholar
Steinauer, JE, Turk, JK, Pomerantz, T, Simonson, K, Learman, LA, Landy, U. Abortion training in US obstetrics and gynecology residency programs. Am J Obstet Gynecol. 2018 Jul;219(1):86.e186.e6.CrossRefGoogle ScholarPubMed
McGaghie, WC. Mastery learning: it is time for medical education to join the 21st century. Acad Med. 2015;90:14381441.Google Scholar
McGaghie, WC, Siddall, VJ, Mazmanian, PE, Myers, J, American College of Chest Physicians Health and Science Policy Committee. Lessons for continuing medical education from simulation research in undergraduate and graduate medical education: effectiveness of continuing medical education: American College of Chest Physicians Evidence-Based Educational Guidelines. Chest. 2009;135(3 Suppl):62S68S.Google Scholar

References

Steinauer, J, LaRochelle, F, Rowh, M, Backus, L, Sandahl, Y, Foster, A. First impressions: what are preclinical medical students in the US and Canada learning about sexual and reproductive health? Contraception2009;80(1):7480.CrossRefGoogle ScholarPubMed
Veazey, K, Nieuwoudt, C, Gavito, C, Tocce, K. Student perceptions of reproductive health education in US medical schools: a qualitative analysis of students taking family planning electives. Med Educ Online. 2015;20:28973.Google Scholar
Cessford, TA, Norman, WV. Making a case for abortion curriculum reform: a knowledge-assessment survey of undergraduate medical students. J Obstet Gynaecol Can. 2011;33(6):580.Google Scholar
Angus, SV, Vu, TR, Willett, LL, Call, S, Halvorsen, AJ, Chaudhry, S. Internal medicine residency program directors’ views of the core entrustable professional activities for entering residency: an opportunity to enhance communication of competency along the continuum. Acad Med. 2017;92(6):785791.Google Scholar
Cooke, M, Irby, DM, O’Brien, BC. Educating Physicians: A Call for Reform of Medical School and Residency. Vol. 16. New York: John Wiley & Sons; 2010.Google Scholar
Hauer, KE, O’Sullivan, PS, Fitzhenry, K, Boscardin, C. Translating theory into practice: implementing a program of assessment. Acad Med. 2018;93(3):444450.Google Scholar
Thomas, PA, Kern, DE, Hughes, MT, Chen, BY. (Eds.). Curriculum Development for Medical Education: A Six-Step Approach, 3rd ed. Baltimore, MD: Johns Hopkins University Press; 2016.Google Scholar
Liaison Committee on Medical Education, Association of American Medical Colleges, American Medical Association. Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the MD Degree; 2019. http://lcme.org/publications/. Accessed September 21, 2019.Google Scholar
Stumbar, SE, Brown, DR, Lupi, CS. Developing and implementing curricular objectives for sexual health in undergraduate medical education: a practical approach. Acad Med. 2020;95(1):7782.CrossRefGoogle ScholarPubMed
Boelen, C, Pearson, D, Kaufman, A, et al. Producing a socially accountable medical school: AMEE Guide No. 109. Med Teach. 2016;38(11):10781091.Google Scholar
Mayer, RE. Applying the science of learning: evidence-based principles for the design of multimedia instruction. Am Psychol. 2008;63(8):760769.Google Scholar
Hall, MJ, Schwartzman, A, Zhang, J, Liu, X. Ambulatory surgery data from hospitals and ambulatory surgery centers: United States 2010. Natl Health Stat Report. 2017;(103):1–15.Google Scholar
Finger, KR, Stocks, C, Weiss, AJ, Steiner, CA. Most frequent operating room procedures performed in U.S. hospitals, 2003–2012. 2014. Healthcare Cost and Utilization Project. Statistical Brief #186.Google Scholar
Martinez, R, Minor, D, Lupi, C. Abortion care education: What exactly do students want to see and do, and what do they do? Paper presented at the SGEA Regional Conference, Orlando, FL; 2019.Google Scholar
Association of American Medical Colleges. SP/OSCE Final Examinations at US Medical Schools; 2019. www.aamc.org/data-reports/curriculum-reports/interactive-data/sp/osce-final-examinations-us-medical-schools. Accessed September 21, 2019.Google Scholar
Lupi, C, Mechaber, A. Objective structured clinical examination: contraceptive counseling for long acting reversible methods. MedEdPORTAL. 2011;7:9021. https://doi.org/10.15766/mep_2374–8265.9021CrossRefGoogle Scholar
Lupi, CS, Ward-Peterson, M, Castro, CA. Non-directive pregnancy options counseling: online instructional module, objective structured clinical exam, and rater and standardized patient training materials. MedEdPORTAL. 2017;13:10566. https://doi.org/10.15766/mep_2374–8265.10566Google Scholar
Mortaz Hejri, S, Jalili, M, Shirazi, M, Masoomi, R, Nedjat, S, Norcini, J. The utility of mini-Clinical Evaluation Exercise (mini-CEX) in undergraduate and postgraduate medical education: protocol for a systematic review. Syst Rev. 2017;6(1):146.CrossRefGoogle ScholarPubMed

References

Espey, E, Ogburn, T, Chavez, A, Qualls, C, Leyba, M. Abortion education in medical schools: a national survey. Am J Obstet Gynecol. 2005;192(2):640643.Google Scholar
Evans, ML, Backus, LV. Medical students for choice: creating tomorrow’s abortion providers. [Editorial] Contraception. 2011;83(5):391393.CrossRefGoogle ScholarPubMed
Joffe, C. The crisis in abortion provision and pro-choice medical activism in the 1990s. In Solinger, ER (Ed.), Abortion Wars: A Half Century of Struggle, 1950–2000. Berkeley: University of California Press; 1998:320334.Google Scholar
Steinauer, J. First impressions: what are preclinical medical students in the US and Canada learning about sexual and reproductive health? Contraception. 2009;80(1):7480.Google Scholar
Mihciokur, S, Akin, A, Dogan, BG, Ozvaris, SB. The unmet need for safe abortion in Turkey: a role for medical abortion and training of medical studentsReprod Health Matters2014;22(Suppl 44):2635.CrossRefGoogle Scholar
Hogmark, S, Klingberg-Allvin, M, Gemzell-Danielsson, K, Ohlsson, H, Essén, B. Medical students’ knowledge, attitudes and perceptions towards contraceptive use and counselling: a cross-sectional survey in Maharashtra, IndiaBMJ Open. 2013;3(12):e003739.Google Scholar
Mulyamboga, P. Curriculum reform at an international university in Uganda. 2019. https://msfc.org/curriculum-reform-in-uganda/Google Scholar
Accreditation Council for Graduate Medical Education. ACGME program Requirements for Graduate Medical Education in Obstetrics and Gynecology. Chicago: ACGME; 2014www.acgme.org/acgmeweb/Google Scholar
The American College of Obstetricians and Gynecologists Committee on Health Care for Underserved Women. Abortion training and education. Committee Opinion Number 612. November 2014.Google Scholar
Association of Professors of Gynecology and Obstetrics. APGO Medical Student Educational Objectives, 10th ed. Crofton, MD: APGO; 2014. https://obgyn.msu.edu/images/communities/resources/APGO%20Med%20Student%20Obj%2010%20Ed%20.pdfGoogle Scholar
World Health Organization. Safe Abortion: Technical and Policy Guidance for Health Systems, 2nd ed. Geneva: WHO; 2012.Google Scholar
Pace, L, Sandahl, Y, Backus, L, Silveira, M, Steinauer, J. Medical Students for Choice’s reproductive health externships: impact on medical students’ knowledge, attitudes and intention to provide abortions. Contraception, 2008;78(1):3135.Google Scholar
O’Shea, M. Education in abortion care in Ireland: Medical Students for Choice (MSFC) taking a lead. TSMJ. 2017;35–41.Google Scholar
Steinauer, J, Landy, U, Filippone, H, Lube, D, Darney, PD, Jackson, RA. Predictors of abortion provision among practicing obstetrician-gynecologists: a national survey. Am J ObstetGynecol. 2008;198(1):39.e1-e6.Google Scholar

References

Reznick, RK, MacRae, H. Teaching surgical skills – changes in the wind. N Engl J Med. 2006;355(25):26642669.CrossRefGoogle ScholarPubMed
Learning Pyramid. Bethel, ME: National Training Laboratories.Google Scholar
Steinauer, J, Preskill, F, Robertson, P. Training medical students in intrauterine procedures using papayas. Med Educ. 2007;41(11):10991100.Google Scholar
Paul, M, Nobel, K. Papaya: a simulation model for training in uterine aspiration. Fam Med. 2005;37(4):242244.Google Scholar
Training in Early Abortion for Comprehensive Healthcare. Workshops for you to use. www.teachtraining.org/training-tools/simulation-workshopsGoogle Scholar
Baldwin, MK, Chor, J, Chen, BA, Edelman, AB, Russo, J. Comparison of 3 dilation and evacuation technical skills models. J Grad Med Educ. 2013;5(4):662664.Google Scholar
York, SL, Migas, S, Haag, J, et al. Creation and initial assessment of a second-trimester uterine model. Simul Healthc. 2014;9(3):199202.CrossRefGoogle ScholarPubMed
York, SL, McGaghie, WC, Kiley, J, Hammond, C. Implementation and evaluation of a dilation and evacuation simulation training curriculum. Contraception. 2016;93(6):545550.Google Scholar
Innovating Education in Reproductive Health. Simulations. www.innovating-education.org/category/simulationsGoogle Scholar
Nippita, S, Haviland, MJ, Voit, SF, Perez-Peralta, J, Hacker, MR, Paul, ME. Randomized trial of high- and low-fidelity simulation to teach intrauterine contraception placement. Am J Obstet Gynecol. 2018;218(2):258 e251258 e211.Google Scholar
Dodge, LE, Hacker, MR, Averbach, SH, Voit, SF, Paul, ME. Assessment of a high-fidelity mobile simulator for intrauterine contraception training in ambulatory reproductive health centres. J Eur CME. 2016;5(1):30416.Google Scholar
Goldthwaite, LM, Sheeder, J, Teal, SB, Tocce, KM. Comfort with skills and knowledge after immediate postpartum intrauterine device training. Obstet Gynecol. 2016;128(Suppl 1):6S11S.Google Scholar
Banks, EH, Chudnoff, S, Karmin, I, Wang, C, Pardanani, S. Does a surgical simulator improve resident operative performance of laparoscopic tubal ligation? Am J Obstet Gynecol. 2007;197(5):541 e541–545.Google Scholar
Lupi, CS, Ward-Peterson, M, Castro, C. Non-directive pregnancy options counseling: online instructional module, objective structured clinical exam, and rater and standardized patient training materials. MedEdPORTAL. 2017;13:10566.Google Scholar
Lupi, C, Ward-Peterson, M, Chang, W. Advancing non-directive pregnancy options counseling skills: a pilot study on the use of blended learning with an online module and simulation. Contraception. 2016;94(4):348352.Google Scholar
Deering, S, Rowland, J. Obstetric emergency simulation. Semin Perinatol. 2013;37(3):179188.Google Scholar
Quality patient care in labor and delivery: a call to action. JOGNN. 2012;41:151154. doi:10.1111/j.1552-6909.2011.01317.xGoogle Scholar
Nitschmann, C, Bartz, D, Johnson, NR. Gynecologic simulation training increases medical student confidence and interest in women’s health. Teach Learn Med. 2014;26(2):160163.Google Scholar

References

Accreditation Council for Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Obstetrics and Gynecology; 2014.Google Scholar
ACGME Review Committee for Obstetrics and Gynecology. Clarification on Requirements Regarding Family Planning and Contraception; 2017.Google Scholar
ACOG Committee Opinion No. 612: abortion training and education. Obstet Gynecol. 2014;124(5):1055–1059.Google Scholar
ACOG Committee Opinion No. 385 November 2007: the limits of conscientious refusal in reproductive medicine. Obstet Gynecol. 2007;110(5):1203–1208.Google Scholar
Steinauer, JE, Turk, JK, Pomerantz, T, Simonson, K, Learman, LA, Landy, U. Abortion training in US obstetrics and gynecology residency programs. Am J Obstet Gynecol. 2018;219(1):86.e8186.e86.Google Scholar
Maternity and gynecologic care. Recommended core educational guidelines for family practice residents. American Academy of Family Physicians. Am Fam Physician. 1998;58(1):275277.Google Scholar
American Academy of Family Physicians. Women’s health and gynecologic care. Recommended curriculum guidelines for family medicine residents. AAFP Rpt. No. 282; 2018.Google Scholar
Steinauer, JE, Turk, JK, Fulton, MC, Simonson, KH, Landy, U. The benefits of family planning training: a 10-year review of the Ryan Residency Training Program. Contraception. 2013;88(2):275280.Google Scholar
Landy, U, Turk, JK, Simonson, K, Koenemann, Steinaurer J. Twenty years of the Ryan Residency Program in Abortion and Family Planning. Contraception. 2021;103(1)305309. doi:10.1016/j.contraception.2020.12.009.Google Scholar
Talley, PP, Bergus, GR. Abortion training in family practice residency programs. Fam Med. 1996;28(4):245248.Google Scholar
Summit, AK, Gold, M. The effects of abortion training on family medicine residents’ clinical experience. Fam Med. 2017;49(1):2227.Google ScholarPubMed
Goodman, S, Shih, G, Hawkins, M, et al. A long-term evaluation of a required reproductive health training rotation with opt-out provisions for family medicine residents. Fam Med. 2013;45(3):180186.Google Scholar
Steinauer, JE, Turk, JK, Preskill, F, Devaskar, S, Freedman, L, Landy, U. Impact of partial participation in integrated family planning training on medical knowledge, patient communication and professionalism. Contraception. 2014;89(4):278285.Google Scholar
Darney, PD, Landy, U, MacPherson, S, Sweet, RL. Abortion training in U.S. obstetrics and gynecology residency programs. Fam Plann Perspect. 1987;19(4):158162.Google Scholar
Steinauer, JE, Hawkins, M, Turk, JK, Darney, P, Preskill, F, Landy, U. Opting out of abortion training: benefits of partial participation in a dedicated family planning rotation for ob-gyn residents. Contraception. 2013;87(1):8892.CrossRefGoogle Scholar
Turk, JK, Preskill, F, Fields, A, Landy, U, Steinauer, JE. Exploring how residents who partially participate in family planning training determine their level of participation. Womens Health Issues. 2017;27(5):614619.Google Scholar
Brahmi, D, Dehlendorf, C, Engel, D, Grumbach, K, Joffe, C, Gold, M. A descriptive analysis of abortion training in family medicine residency programs. Fam Med. 2007;39(6):399403.Google Scholar
Turner, KL, Page, KC. Abortion Attitude Transformation: A Values Clarification Toolkit for Global Audiences. IPAS; 2014.Google Scholar
Turner, KL, Pearson, E, George, A, Andersen, KL. Values clarification workshops to improve abortion knowledge, attitudes and intentions: a pre-post assessment in 12 countries. Reprod Health. 2018;15(1):40.Google Scholar
Freedman, L, Landy, U, Steinauer, J. Obstetrician-gynecologist experiences with abortion training: physician insights from a qualitative study. Contraception. 2010;81(6):525530.Google Scholar

References

Goffman, E. Stigma: Notes on the Management of Spoiled Identity. New York: Simon & Schuster; 1963.Google Scholar
Link, BG, Struening, EL, Rahav, M, Phelan, JC, Nuttbrock, L. On stigma and its consequences: evidence from a longitudinal study of men with dual diagnoses of mental illness and substance abuse. J Health Soc Behav. 1997 Jun;38(2):177190.Google Scholar
Hughes, CE. Good people and dirty work. Soc Problems. 1962;10(1).Google Scholar
Kumar, A, Hessini, L, Mitchell, E. Conceptualising abortion stigma. Cult Health Sex. 2009;11(6):625639.Google Scholar
Cockrill, K, Nack, A. “I’m not that type of person”: managing the stigma of having an abortion. Deviant Behav. 2013;34:973990.Google Scholar
Izugbara, C, Egesa, C, Okelo, R. “High profile health facilities can add to your trouble”: women, stigma and un/safe abortion in Kenya. Soc Sci Med. 2015;141:918.Google Scholar
Harris, L, Martin, L, Hassinger, J, Debbink, M. Dynamics of stigma in abortion work: findings from a pilot study of the Providers Share Workshop. Soc Sci Med. 2011;73(7):10621070.Google Scholar
Jones, RK, Witmer, E, Jerman, J. Abortion Incidence and Service Availability in the United States, 2017. Washington, DC: Guttmacher Institute; 2019.Google Scholar
Harris, LH, Martin, LA, Youatt, E, Bonnington, A, Hassinger, J, Debbink, M. Michigan’s HB5711: a case study of the role of abortion provider stigma in anti-abortion legislation. Contraception. 2013 Sep;88(3):443.Google Scholar
Sisson, G, Kimport, K. Doctors and witches, conscience and violence: abortion provision on American television. Perspect Sex Reprod Health. 2016;48(4):161168.CrossRefGoogle ScholarPubMed
LeTourneau, K. Abortion Stigma around the World: A Synthesis of the Qualitative Literature. A Technical Report for Members of the International Network for the Reduction of Abortion Discrimination and Stigma (inroads). Chapel Hill, NC: inroads.Google Scholar
Harris, L, Martin, L, Hassinger, J, Debbink, M. Physicians, abortion provision and the legitimacy paradox. Contraception. 2013;87:1116.Google Scholar
Right to Life of Michigan. Abortion abuses and state regulatory agency failure. November 2011, revised March 2012. www.lifesitenews.com/images/pdfs/MichiganRTL-03152012-Abortion_Clinic_Abuses_March_2012.pdfGoogle Scholar
Kissing, F. Is there life after Roe? How to think about the fetus. Conscience. 2004–2005;25(3):1018.Google Scholar
Martin, LA, Hassinger, J, Debbink, M, Harris, LH. Dangertalk: Voices of abortion providers. Soc Sci Med. 2017 Jul;184:7583.Google Scholar
Martin, LA, Debbink, M, Hassinger, J, Youatt, E, Harris, LH. Abortion providers, stigma and professional quality of life. Contraception. 2014;90:581587.Google Scholar
Steinauer, J, LaRochelle, F, Rowh, M, Backus, L, Sandahl, Y, Foster, A. First impressions: what are preclinical medical students in the US and Canada learning about sexual and reproductive health? Contraception. 2009;80(1): 7480.Google Scholar
Cessford, T, Norman, W. Making a case for abortion curriculum reform: a knowledge-assessment survey of undergraduate medical students. J Obstet Gynaecol Can. 2011 Jan;33(1):3845.Google Scholar
Shotorbami, S, Zimmerman, F, Bell, J, Ward, D, Assefi, N. Attitudes and intentions of future health care providers toward abortion provision. Perspect Sex Reprod Health. 2004 Apr;36(2):5863.Google Scholar
Steinauer, J, Turk, J, Pomerantz, T, Simonson, K, Learman, L, Landy, U. Abortion training in US obstetrics and gynecology residency programs. Am J Obstet Gynecol. 2018 Jul;219(1):86.e186.e6.Google Scholar
Stulberg, D, Dude, A, Dahlquist, I, Curlin, F. Abortion provision among practicing obstetrician–gynecologists. Obstet Gynecol. 2011 Sep;118(3):609614.Google Scholar
Freedman, L, Landy, U, Darney, P, Steinauer, J. Obstacles to the integration of abortion into obstetrics and gynecology practice. Perspect Sex Reprod Health. 2010;42(3):146151.CrossRefGoogle Scholar
Harris, L. Recognizing conscience in abortion provision. N Engl J Med. 2012 Sep 13;367:981983.CrossRefGoogle ScholarPubMed
Martin, LA, Seewald, M, Johnson, TRB, Harris, LH. Trusted colleagues or incompetent hacks? development of the attitudes about abortion providing physicians scale. Womens Health Issues. 2019;30(1):1624.Google Scholar
Seewald, M, Martin, LA, Echeverri, L, Njunguru, J, Hassinger, J, Harris, LH. Stigma and abortion complications: stories from three continents. Sex Reprod Health Matters. 2019 Dec; 27(3):111.Google Scholar
Upadhyay, U, Desai, S, Zlidar, V, et al. Incidence of emergency department visits and complications after abortion. Obstet Gynecol. 2015 Jan;125(1):175183.Google Scholar
Seewald, M, Martin, L, Hassinger, J, Harris, L. Abortion providers as stigmatized and stigmatizing: findings from East Africa. Contraception. 2016 Oct;94(4):388.Google Scholar
Woodman, M. Holding the Tension of the Opposites. E-book. Sounds True, Incorporated; 1994.Google Scholar
Metzl, J, Hansen, H. Structural competency: theorizing a new medical engagement with stigma and inequality. Soc Sci Med. 2014 Feb 1;103:126133.Google Scholar
Tervalon, M, Murray-Garcia, J. Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved. 1998 May;9(2):117125.Google Scholar
Turner, K, Chapman Page, K. Abortion Attitude Transformation: A Values Clarification Toolkit for Global Audiences. IPAS; 2008. https://ipas.azureedge.net/files/VALCLARE14- VCATAbortionAttitudeTransformation.pdfGoogle Scholar
Turner, KL, Pearson, E, George, A, Andersen, K. Values clarification workshops to improve abortion knowledge, attitudes and intentions: a pre-post assessment in 12 countries. Reprod Health. 2018;15(40):111.Google Scholar
Debbink, M, Hassinger, J, Martin, LA, Maniere, E, Youatt, E, Harris, LH. Experiences with the Providers Share Workshop method: abortion worker support and research in tandem. Qual Health Res. 2016;26(13):18231827.Google Scholar

References

van Dernoot Lipsky, L. Trauma Stewardship: An Everyday Guide to Caring for Self while Caring for Others. Oakland, CA: Berrett-Koehler; 2009.Google Scholar
Gallardo, ME (Ed.). Developing Cultural Humility: Embracing Race, Privilege and Power. Thousand Oaks, CA: Sage; 2014.Google Scholar
Major, B, Appelbaum, M, Beckman, L, Dutton, MA, Russo, NF, West, C. Abortion and mental health: evaluating the evidence. Am Psychol. 2009;64(9):863890.Google Scholar
Biggs, MA, Upadhyay, UD, McCulloch, CE, Foster, DG. Women’s mental health and well-being 5 years after receiving or being denied an abortion: a prospective, longitudinal cohort study. JAMA Psychiatry. 2017;74(2):169178.Google Scholar
Rocca, CH, Kimport, K, Gould, H, Foster, DG. Women’s emotions one week after receiving or being denied an abortion in the United States. Perspect Sex Reprod Health. 2013 Sep;45(3):122131.Google Scholar
Ralph, LJ, Foster, DG, Kimport, K, Turok, D, Roberts, SCM. Measuring decisional certainty among women seeking abortion. Contraception. 2017;95(3):269278.Google Scholar
Satterfield, JM, Hughes, E. Emotion skills training for medical students: a systematic review. Med Educ. 2007;41:935941.Google Scholar
Levinson, W, Lesser, CS, Epstein, RM. Developing physician communication skills for patient-centered care. Health Aff. 2010;29(7):13101318.Google Scholar
Swing, S. The ACGME outcome project: retrospective and prospective. Med Teach. 2007;29(7):648654.Google Scholar
Institute of Medicine. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academy Press; 2001.Google Scholar
Association of Professors of Gynecology and Obstetrics. APGO Medical Student Educational Objectives, 10th ed. Crofton, MD: APGO. www.apgo.org/students/apgo-medical-student-educational-objectives/. Accessed July 28, 2019.Google Scholar
American College of Obstetricians and Gynecologists. CREOG Educational Objectives: Core Curriculum in Obstetrics and Gynecology, 11th ed. Washington, DC: ACOG; n.d. www.acog.org/education-and-events/creog/curriculum-resources/creog-educational-objectivesGoogle Scholar
American Academy of Family Physicians. Recommended Curriculum Guidelines for Family Medicine Residents. Women’s Health and Gynecologic Care. Reprint No. 282. Leawood, KS: American Academy of Family Physicians; n.d. www.aafp.org/dam/AAFP/documents/medical_education_residency/program_directors/Reprint282_Women.pdfGoogle Scholar
Accreditation Council for Graduate Medical Education, American Board of Obstetrics and Gynecology & American College of Obstetrics and Gynecology. The Obstetrics and Gynecology Milestone Project: A Joint Initiative of ACGME, ABOG and ACOG. 2015. www.acgme.org/Portals/0/PDFs/Milestones/ObstetricsandGynecologyMilestones.pdf. Accessed December 17, 2019.Google Scholar
ten Cate, O. Nuts and bolts of Entrustable Professional Activities. J Grad Med Ed. 2013;5(1):157158.Google Scholar
Carraccio, C, Englander, R, Gilhooly, J, et al. Building a framework of entrustable professional activities, supported by competencies and milestones, to bridge the educational continuum. Acad Med. 2017;92:324330.Google Scholar
Perrucci, AC. Decision Assessment and Counseling in Abortion Care: Philosophy and Practice. Lanham, MD: Rowman & Littlefield; 2012.Google Scholar
Frank, JR, Snell, LS, ten Cate, O, et al. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638645.Google Scholar
Maina, IW, Belton, TD, Ginzberg, S, Singh, A, Johnson, TD. A decade of studying implicit racial/ethnic bias in healthcare providers using the implicit association test. Soc Sci Med. 2018;199:219229.Google Scholar
Callegari, LS, Aiken, ARA, Dehlendorf, C, Borrero, S. Reproductive life planning and patient-centered care: can the inconsistencies be reconciled? Matern Child Health J. 2019;23:869.Google Scholar
All-Options: Pregnancy, Parenting, Abortion, Adoption. www.all-options.org/. Accessed June 30, 2019.Google Scholar
National Network of Abortion Funds. https://abortionfunds.org/. Accessed July 18, 2019.Google Scholar
Innovating Education in Reproductive Health. www.innovating-education.org/. Accessed July 28, 2019.Google Scholar
Ericsson, KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79(10 Suppl):S70–81.Google Scholar
Stalmeijer, RE, Dolmans, DHJM, Wolfhagen, IHAP, Scherpbier, AJJA. Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Adv Health Sci Edu. 2009;14:535546.Google Scholar
Collins, A, Brown, JS, Newman, SE. Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In Resnick, LB (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates; 1989:453494.Google Scholar
ten Cate, O, Carraccio, C. Envisioning a true continuum of competency-based medical education, training, and practice. Acad Med. 2019;94(9):12831288. doi:10.1097/ACM.0000000000002687Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×