- Email: [email protected]
Posdoctoral training in obstetrics and gynecology
Postdoctoral training in obstetrics and gynecology Panel discussion
MELVIN Portland,
W.
BREESE,
M.D.,
MODERATOR
Oregon
Association of Medical Colleges have only indirectly influenced postdoctoral medical education, although close cooperation has existed with the responsible accreditation bodies. Some of the factors which are creating pressures for change in our current postdoctoral training programs in obstetrics and gynecology are as follows : 1. As the Millis Commission report emphasized, there is need for strong over-all coordination and control of predoctoral and postdoctoral medical education. For instance, with the changing medical school curricula and experience the role and the nature of the internship year are undergoing many changes. In some departments an internship is no longer offered. 2. The shortage of physicians and the cost of conducting internship and residency programs tend to encourage shortening the length of the programs. 3. The information explosion and the use of residents for service to the faculties and staffs mitigate toward longer residency programs. 4. The changing role of obstetricians and gynecologists in our society calls for different kinds of residency experience. It is indeed a pleasure to introduce three of our Fellows who will discuss some of these areas. Questions from the floor will be directed to the panel at the conclusion of their formal presentations.
POSTDOCTORAL formal education in medicine in the United States is today the most highly developed system of professional education in the world. The desirability of an internship was recognized at the time the American Medical Association in was ‘organized in 1847. Pennsylvania 1914, was the first state to require an internsh.ip for a license to practice medicine. Formal specialty education gained little momentum until the 1920’s and 1930’s. The first specialty board was established in 1917 (ophthalmology), the second in 1924 (otolaryngology), and the third in 1930 (obstetrics and gynecology) . To date seventeen specialty boards and numerous subspecialty boards have been established. Until about 15 years ago the standards for and the review of residency programs in our specialty were accomplished through the combined efforts of the Council on Medical Education of the American Medical Assocjation, The American Board of Obstetrics and Gynecology, and The American College of Surgeons. In recent years The American College of Surgeons has been replaced by The American College of Obstetrics and Gynecology. To date the Deans of our medical schools and the American
Presented at the Thirty-sixth Annual Meeting of the Pacific Coast Obstetrical and Gynecological Society, Yosemite National Park, California, Oct. l-4, 1969.
383
MELVIN Portland,
W.
BREESE,
M.D.,
MODERATOR
Oregon
Association of Medical Colleges have only indirectly influenced postdoctoral medical education, although close cooperation has existed with the responsible accreditation bodies. Some of the factors which are creating pressures for change in our current postdoctoral training programs in obstetrics and gynecology are as follows : 1. As the Millis Commission report emphasized, there is need for strong over-all coordination and control of predoctoral and postdoctoral medical education. For instance, with the changing medical school curricula and experience the role and the nature of the internship year are undergoing many changes. In some departments an internship is no longer offered. 2. The shortage of physicians and the cost of conducting internship and residency programs tend to encourage shortening the length of the programs. 3. The information explosion and the use of residents for service to the faculties and staffs mitigate toward longer residency programs. 4. The changing role of obstetricians and gynecologists in our society calls for different kinds of residency experience. It is indeed a pleasure to introduce three of our Fellows who will discuss some of these areas. Questions from the floor will be directed to the panel at the conclusion of their formal presentations.
POSTDOCTORAL formal education in medicine in the United States is today the most highly developed system of professional education in the world. The desirability of an internship was recognized at the time the American Medical Association in was ‘organized in 1847. Pennsylvania 1914, was the first state to require an internsh.ip for a license to practice medicine. Formal specialty education gained little momentum until the 1920’s and 1930’s. The first specialty board was established in 1917 (ophthalmology), the second in 1924 (otolaryngology), and the third in 1930 (obstetrics and gynecology) . To date seventeen specialty boards and numerous subspecialty boards have been established. Until about 15 years ago the standards for and the review of residency programs in our specialty were accomplished through the combined efforts of the Council on Medical Education of the American Medical Assocjation, The American Board of Obstetrics and Gynecology, and The American College of Surgeons. In recent years The American College of Surgeons has been replaced by The American College of Obstetrics and Gynecology. To date the Deans of our medical schools and the American
Presented at the Thirty-sixth Annual Meeting of the Pacific Coast Obstetrical and Gynecological Society, Yosemite National Park, California, Oct. l-4, 1969.
383