Objective. To compare the opinions of dentists, obstetricians, and patients on dental care in pregnancy: its necessity, accessibility, and safety.
Methods. A 35-item questionnaire was distributed ...within Ohio, to 400 patients and 1000 providers between October 2004 and July 2005. Univariate comparisons between dentists and obstetricians were made by Fisher's exact test. Adjustments for confounding were made through logistic regression models.
Results. Most providers rated prenatal dental screening as important, agreeing that poor dental hygiene related to adverse pregnancy outcomes. Although 84% of patients reported dental visits as safe only 44% received care; the main limitation was financial. Providers agreed that pregnant patients could undergo dental cleanings, caries treatments, and abscess drainage but disagreed regarding the safety of X-rays, periodontal surgery, amalgam, and narcotic usage. In general, obstetricians were more comfortable than dentists with procedures and medication usage but less often reported recommending routine prenatal dental care.
Conclusions. Different respondent perceptions exist regarding the safety, accessibility, and necessity of prenatal dental treatments. Professional guidelines about oral health screening in pregnancy and the safety of dental procedures would benefit our patients and colleagues.
Background: This abstract describes the results of process evaluation of a pilot randomized controlled lifestyle behavior intervention aimed to help pregnant women with overweight or obesity prevent ...excessive gestational weight gain. Methods: The 20-week intervention utilized goal-oriented episodic future thinking (picturing goal-relevant future events in one's life) delivered via web and health coaching. Web Part 1. Participants selected and picture (e.g.,) personal values, ways to increase confidence, immediate-and long-term benefits of making positive changes (pros and cons), and a pre-written goal followed by answering What, Why, Where, When, with Whom and How to accomplish their chosen goal (hereafter, plan). Web Part 2. Participants evaluated progress toward goal, received tailored feedback and identified success. The online individual health coaching sessions (45 min/session) focused on reinforcing Part I activities. We conducted semi-structured interviews to evaluate the intervention and applied qualitative analysis to identify common themes. Results: Facilitators. Participants unequivocally reported picturing a happy and healthy family (the most frequently chosen personal value) and weighing pros and cons as motivators to initiate plans. Participants enjoyed choosing from pre-written goals because they felt challenged to generate their own realistic goals. They consistently reported the learning as easy. The practical plans and picturing of plans motivated them to effect implementation. Barriers. Women did not enjoy typing responses and reading text in Web Part 1. Suggestions. Participants requested extending the intervention duration, shortening health coaching sessions, reducing the frequency of the (weekly) web intervention, and receiving a summary of their plans when they completed each part of the Web intervention. Conclusions: Results of the process evaluation can provide useful information for future lifestyle interventions for the target population.
In 2012, the Ohio State University College of Medicine (OSUCOM) implemented a new undergraduate medical curriculum. We compare outcomes of a third year traditional clerkship format to a combined ...Surgery and Obstetrics/Gynecology ‘ring’.
Performance outcomes of 4 consecutive classes were compared between pre- (2014, 2015) and post-curricular revision (2016, 2017).
Three hundred ninety-one students consented use of their educational data for research. We examined medical knowledge (NBME scores, USMLE Step 1 and Step 2 CK scores) and student satisfaction between pre- and post-curricular revision. Results demonstrated no statistically significant difference in the Obstetrics/Gynecology NBME shelf examination. Surgery NBME and USMLE Step 2 scores were increased and statistically significant but satisfaction of both disciplines was higher pre-curricular revision.
Medical knowledge outcomes in this combined ’ring’ were similar to or higher than performance in previous years'. Future analyses are needed to assess the impact of OSUCOM curricular revision.
•Early analysis of combined surgery and obstetrics/gynecology 3rd year clerkship.•Standardized test performances (NBME/USMLE) similar to traditional clerkship.•Student perceptions less positive with novel combined clerkship model.•Future analyses needed to enhance student experience and teaching methods.
Local Mentor: John Davis, MD
APGO Advisor: Nancy Hueppchen, MD, MSc
PURPOSE:
(Hypothesis) Using a group of Expert Educators, reliable peer review of clinical didactics can be provided to medical ...school faculty in an integrated curriculum.
BACKGROUND:
Recognition of effective teaching and faculty development to promote excellence in teaching should be curricular goals. Peer review can be a challenging component of teaching evaluation to institute. We sought to evaluate the consistency of reviewers in a newly implemented peer review program.
METHODS:
In an observational study of teaching in integrated clerkships, faculty leading didactic sessions were peer-reviewed by select faculty, “Expert Educators” (EEs). EEs reviewed sessions across all disciplines in the 3rd year clinical curriculum. EEs underwent faculty development training in peer observation and the giving of feedback, and used standard twelve item forms created using resources from the Stanford Faculty Development Program. Where possible, EEs were paired to provide a review on the same didactic session. We compared paired reviews using percent agreement as a means of assessing the consistency of feedback generated.
RESULTS:
Twenty paired and 44 individual peer reviews were completed by EEs. Analysis of the paired reviews showed average agreement by case was 52% but rose to 87% when data were grouped by acceptable/not acceptable scores.
DISCUSSION:
EEs have moderate agreement when reviewing the same didactic session and high agreement when elements were analyzed as acceptable/not acceptable. We plan to use taped lecture review by 3–4 EEs to continue assessment of rater reliability. Additional future directions include comparisons of peer reviews with reviews from curriculum leaders, students and faculty self-reflections.
Feeding infants unscreened, raw human milk from a source other than the mother may pose health risks. The objectives of the Moms2Moms Study were to estimate the proportions of mothers who were aware ...of breastmilk sharing, considered sharing, and shared milk and to identify associated maternal and child characteristics.
All eligible women (n=813) who delivered at The Ohio State University Wexner Medical Center (Columbus, OH) and did not indicate an intention to exclusively "bottle feed" were asked to participate in this cohort by completing a postal questionnaire at 12 months postpartum (499 61% responded). Women who shared milk participated in a follow-up interview.
Awareness of milk sharing was high (77%) and positively associated with socioeconomic status, age, non-Hispanic white race, having fed one's infant at the breast, and reporting no difficulty making enough milk. Twenty-five percent considered sharing. Primiparous women (odds ratio OR=2.12; 95% confidence interval CI 1.02, 4.62) and those who delivered preterm (OR=3.27; 95% CI 1.38, 7.30) were more likely to consider feeding milk from another mother. Women with public/no insurance (OR=0.52; 95% CI 0.27, 0.97) were less likely to consider providing milk for someone else; highly educated women were more likely (OR=1.90; 95% CI 1.12, 3.32). Almost 4% of women shared milk and did so among friends or relatives or had a preterm infant who received screened and pasteurized donor milk.
Sharing milk among friends and relatives is occurring. Many women are aware of milk sharing and have considered it.
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