As a surgical subspeciality, mastering pelvic anatomy for the ob-gyn resident is imperative in performing successful surgical procedures. The objective of this study was to conduct a national survey to examine the ob-gyn resident perspective on their residency's pelvic anatomy curriculum.
An 18-question survey was distributed to all 241 Accreditation Council for Graduate Medical Education program coordinators. The survey was circulated electronically on four different dates, and all information was collected anonymous. All statistical analysis was done using SPSS 2.0.
A total of 180 (31.0%) residents responded out of 582 possible residents from the 28 programs that responded to our survey. The majority of residents, 172 (95.5%), were between the ages 25 and 34, 155 (86.1%) identified as female, and 25 (69.4%) programs were academic. Out of the respondents, 104 (58.10%) experienced formal education on pelvic anatomy and 138 (77.53%) had a formal surgical simulation. There were 159 (88.83%) residents who had protected lecture time for pelvic anatomy, and only 100 (62.9%) found the lectures to be educational. On a scale of 1–10, the average was 7.5 when residents were asked whether they felt that obstetrics and gynecology programs should have time in an anatomy lab and 9.0 when asked if they felt that formal training in anatomy lab would help them become a better surgeon. On multivariable analysis, residents who had formal education on pelvic anatomy and a surgical simulation curriculum felt that their residency program was more likely to adequately train them in all aspects of obstetrics and gynecology (P<.05).
Pelvic anatomy education is a important for ob-gyn residents. Only 60% of programs have a formal pelvic anatomy curriculum and 89% had formal lectures on pelvic anatomy, with most residents finding pelvic anatomy lectures to be unhelpful. Residency programs should consider adding hands-on anatomy program to their curriculum to adequately train their residents in the field of obstetrics and gynecology.