Person:

Johnson, Natasha

Objective

To estimate cancer outcome and outcome predictors of women with endometrial intraepithelial neoplasia (EIN).

Methods

Outcomes of women with first diagnosis of EIN (“index biopsy”) was determined by follow-up pathology. Patient characteristics were correlated with EIN regression, EIN persistence, and progression to cancer.

Results

Fifteen percent (9.8-20.8%, 26/177) of index EIN biopsies had concurrent cancer. Of the women with cancer-free index EIN biopsies, and follow-up by hysterectomy or more than 18 months surveillance, 25% (18.4-33.3%, 36/142) showed regression, 35% (27.4-43.7%, 50/142) persistence, and 39% (31.3-48.0%, 56/142) progression. Non-white ethnicity and progestin treatment reduced cancer outcomes (OR 0.16 (0.03,0.84) and 0.24 (0.08, 0.70) respectively), while body mass index (BMI) greater than 25 increased malignant outcomes (BMI 25 or higher, OR 3.05 (1.10,8.45)).

Conclusion

EIN confers a high risk of cancer, but individual patient outcomes cannot be predicted. Management should include exclusion of concurrent carcinoma and consideration of hysterectomy.

Objectives: The purpose of this pilot study was to examine our hypothesis that enriching workplace emotional intelligence through resident coaches could improve third-year medical students’ adaptability and proactivity on the Obstetrics and Gynecology clerkship. Methods: An observational pilot study was conducted in a teaching hospital. Fourteen 3rd year medical students from two cohorts of clerkships were randomly divided into two groups, and equally assigned to trained resident coaches and untrained resident coaches. Data was collected through onsite naturalistic observation of students’ adaptability and proactivity in clinical settings using a checklist with a 4-point Likert scale (1=poor to 4=excellent). Wilcoxon rank-sum test was used to compare the differences between these two groups. Results: A total of 280 data points were collected through onsite observations conducted by investigators. All (n=14) students’ adaptability and proactivity performance significantly improved from an average of 3.04 to 3.45 (p=0.014) over 6-week clerkship. Overall, students with trained resident coaches adapted significantly faster and were more proactive in the obstetrics and gynecology clinical setting than the students with untrained coaches (3.31 vs. 3.24, p=0.019). Conclusions: Findings from our pilot study supported our hypothesis that enriching workplace emotional intelligence knowledge through resident coaches was able to help medical students adapt into obstetrics and gynecology clinical settings faster and become more proactive in learning. Clerkship programs can incorporate the concept of a resident coach in their curriculum to help bridge medical students into clinical settings and to help them engage in self-directed learning throughout the rotation.

Background: Opportunities for medical students to place intrauterine contraception (IUC) in patients are rare. Our objective was to determine whether participation in an IUC insertion and removal simulation exercise would increase medical students’ comfort level with, attitudes towards, and willingness to recommend IUC. Methods: A prospective cohort study was undertaken in all students completing the obstetrics and gynecology clerkship at a major academic hospital during the 2010–2011 academic year. The exposure consisted of a 45-minute interactive didactic session and a 30-minute, hands-on practicum in IUC placement and removal using medical instruments and realistic pelvic models. Both levonorgestrel and Cu380A IUC devices were utilized. Participants completed a pre- and post-simulation survey instrument, designed to examine students’ IUC-specific knowledge, comfort, and attitudes. Pre- and post-simulation responses were compared by McNemar’s test for paired samples. Results: Thirty-five paired pre- and post-simulation surveys were analyzed, representing a 78 % response rate. Composite IUC-related knowledge scores increased by a median of 3 out of 10 points after the intervention (p < 0.01). Students were significantly more comfortable counseling patients about IUC as well as inserting IUC after the intervention, compared to before. Seven (20 %) students before, compared to 27 (77 %) after, agreed with the statement, “I feel comfortable placing an IUC in a patient under the supervision of an experienced doctor” (p < 0.01). Students developed significantly more favorable attitudes towards IUC through the intervention. Nineteen (54 %) participants before, compared to 27 (77 %) after, agreed with the statement, “I would recommend an IUC to my family member” (p = 0.02). Conclusions: A hands-on simulation during the obstetrics and gynecology clerkship increased medical students’ knowledge of and comfort with IUC and resulted in more favorable attitudes toward the method. Intrauterine contraception simulation in medical curricula may help expand utilization of this effective contraceptive method.