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Background/Objectives: Nutrition plays a key role in gynecologic conditions, pregnancy, and perinatal outcomes; therefore, nutritional counseling is essential in obstetric and gynecologic care. The present study aimed to delineate Italian Obstetrics and Gynecology (ObGyn) residents’ awareness of women’s nutrition and supplementation in different stages of life. Methods: We conducted a cross-sectional online survey about women’s nutrition and supplementation use throughout their lifetime. A 31-item survey questionnaire was distributed to Italian ObGyn Residents. Results: 258 Italian ObGyn Residents completed the online survey. About 40% of the responders considered their knowledge of women’s nutritional needs poor or very poor. A total of 226 residents (88%) declared that there is not enough time dedicated to women’s nutrition during their specialty program, and almost all the trainees would consider training in this area helpful for achieving a better professional profile. A total of 128 participants (49.6%) demonstrated insufficient knowledge in this field. Most (97.1%) of the responding trainees recommend supplementation during different stages of women’s lives. Conclusions: Italian ObGyn residents are not very skilled in women’s nutrition. There is an urgent need to develop specific training and interventions to educate our ObGyn residents about the importance of improving nutritional habits in patient care.

Background The cross-sectional study aimed to compare and evaluate the conversion rates of theses and dissertations of Ph.D. and specialization programs of the periodontology department in Türkiye. Methods A total of 789 theses of dentists who successfully graduated from higher education institutions in Türkiye between 2001 and 2020 and qualified to become specialist dentists were analyzed. In these analyses, after descriptive information, the status of the theses converted into publications, the duration of publication, the number of citations, the indexes of the journals, and the employment status of dentists in the academy after graduation were evaluated. The Shapiro-Wilks test and Kolmogorov–Smirnov test were applied for the normality test. A chi-square test was used for categorical variables. Independent T-test, Mann–Whitney U test, Kruskal–Wallis test, and time series linear regression test were applied. Results 336 Ph.D. (60.54%) and 110 (47%) dentists in specialty programs had their theses translated for publication ( p  = 0.001). 242 Ph.D. dentists (72.02%) published their thesis in an SCI-Expanded journal, while only sixty-nine specialty dentists (62.7%) published in these journals ( p  = 0.001). The publications of dentists with Ph.D. in SCI-Expanded indexed journals were mostly in journals ranked Q1 and Q2, while those of dentists with specialization were in journals ranked Q3 and Q4 ( p  = 0.012). The publications of dentists with Ph.D. received an average of 24 citations on the Web of Science, while those of specialists received seven ( p  = 0.001). Conclusions The decline in the conversion of the theses of dentists graduating from the specialty program into publications may impact the field of periodontology in Türkiye. More comprehensive studies are needed to evaluate the effectiveness of the specialty program.

Background: It is unclear how much effort Japanese university general medicine (GM) departments, which teach basic medical skills and have a high affinity for clinical practice, devote to medical education, particularly undergraduate education. This study aimed to clarify the contribution of GM departments of Japanese universities to medical education. Patients and Methods: This was a questionnaire-based descriptive study of GM departments of Japanese universities. We sent the questionnaire created using Google Forms by email, and the universities responded by Internet. The department chairperson of the universities' main hospital was responsible for completing the questionnaire. It covered the number of staff, inpatients over the previous 3 years, affiliated hospitals, classroom lectures, and practical training sessions per year for each academic year in medical faculty and students accepted for clinical clerkship. Items also included the effort for clinical training, research, and education and the effort for undergraduate, initial clinical residency, and specialty program training. Results: In all, 46 of 71 universities responded, and we included 43 in our analysis. The median number of medical staff was 7; the median number of inpatients over the previous 3 years was 76. The median number of classroom lectures of the GM department was 1 for 1st-year, 5 for 3rd-year, 9 for 4th-year, and 0 for 2nd-, 5th-, and 6th-year students. The median total number of accepted students for clinical clerkship was 120. The median educational effort of the GM department was 30. With total educational effort set at 100, the median effort for undergraduate education was 45, for postgraduate residency 30, and for specialty program training 20. Conclusion: The undergraduate medical education by GM departments of Japanese universities was provided mainly in clinical settings for almost all medical students. A focus on exposing students to GM in early academic years would improve the educational environment. Keywords: clinical clerkship, general medicine, medical education, specialty program, university

Introduction The last two decades have seen a shift in former Soviet countries from highly specialized to more family medicine-focused systems. Medical education has slowly adjusted to these reforms, although the region is still at risk to have a chronic shortage of family doctors. This paper presents the evaluation of a new post-graduate family medicine program in Tajikistan, focused on competency-based training. The findings are relevant for policy makers, international organizations and practitioners participating in similar medical education reform programs. Methods We employed a quasi-experimental control group design and compared intervention residents, control group residents with traditional training, and 1st year residents with no training in two outcomes, clinical knowledge and competencies. We employed two objective measures, a written multiple-choice question test (MCQT) and an Objective Structured Clinical Examination (OSCE), respectively. We report reliability and validity of the measures along with ANOVA, planned contrasts and effect size estimates to examine differences across groups. Results We found statistically significant differences in both clinical knowledge and competencies between intervention and control groups. We also detected a large intervention effect size. Participants in the intervention outperformed control group participants in the two measures. Our analysis suggests that intervention and control group participants are comparable in terms of initial knowledge and competencies, strengthening the argument that the intervention caused the improvement in the program outcomes. Discussion Receiving tailored training and structured opportunities to practice knowledge and competencies in clinical settings have a positive effect on the education of family medicine doctors in Tajikistan. Our results support curriculum reform and investment in medical education in the form of longer and supervised on-the-job preparation designed to be more in line with international standards. We discuss suggestions for future studies and potential requirements to inform replicability in other countries. Conclusion Family medicine is well recognized as central to health systems throughout the world, but high quality residency training lags behind in some countries. Our study showed that investing in family medicine residency programs and structured training is effective in increasing critical clinical competencies. We encourage promoting comprehensive post graduate family medicine doctor training so that the goals of a family medicine centered health system are attainable.

Surgical training in the Netherlands has traditionally been characterized by learning on the job under the classic master-trainee doctrine. Over the past decades, it has become regionally organized with intensive structural training courses, and a peer-based quality control system. Recently, the nationwide programme has been modernized further and now involves a systematic, competency-based education with structural training courses, formalized assessment and room for reflection by residents under the supervision of surgical teaching groups. To this end, a uniform web-based digital portfolio is being introduced to facilitate monitoring of the individual resident's progress. Though requiring inspirational leadership, commitment, and determination, this modernization has sparked enthusiasm among trainees and teachers.

Trainees in higher specialty training programmes may have the option to take time out of their training programme to enhance or broaden their skills and perhaps develop a subspecialty interest. Traditionally, out of programme experience has been mostly taken by clinical academic trainees in order to undertake a higher research degree. However, there are a growing number of other ways to usefully spend time out of programme. This article is intended to highlight the range of opportunities and explain the modern processes for obtaining permissions to enable trainees to make good choices for themselves.

Although several examples of frameworks dealing with students ’ unprofessional behaviour are available, guidance on how to deal locally or regionally with dysfunctional residents is limited (Hickson et al. in Acad Med 82(11):1040–1048, 2007b ; Leape and Fromson in Ann Intern Med 144(2):107–115, 2006 ). Any ‘rules’ are mostly unwritten, and often emerge by trial and error within the specialty training programme (Stern and Papadakis in N Engl J Med 355(17):1794–1799, 2006 ). It is nevertheless of utmost importance that objectives, rules and guidelines comparable to those existing in undergraduate training (Project Team Consilium Abeundi van Luijk in Professional behaviour: teaching, assessing and coaching students. Final report and appendices. Mosae Libris, 2005 ; van Mook et al. in Neth J Crit Care 16(4):162–173, 2010a ) are developed for postgraduate training. And that implicit rules are made explicit. This article outlines a framework based on the lessons learned from contemporary postgraduate medical training programmes.

Background.A survey of anesthesia training programs in 1980 reported the use of a regional anesthetic technique in 21.3% of cases. Since that time, numerous changes have occurred in anesthesia residency programs. This survey was conducted to assess the impact these changes have had on the use and teaching of regional anesthetic techniques in residency training programs.Methods.All anesthesia residency program directors were requested to send blinded copies of their residents’ 1989-1990 American Board of Anesthesiology Annual Training Report Forms. Data from responding programs were compared to similar data from 1980, and analyzed for factors expected to influence the use of regional anesthesia during training.Results.The use of regional anesthesia in residency training programs has increased from 21.3% in 1980 to 29.8% in 1990, primarily because of a two-fold rise in the use of epidural anesthesia. The use of regional anesthesia is strongly correlated with a resident’s exposure to obstetric anesthesia and pain consultations. Wide variability between residency programs remains.Conclusion.Some training programs continue to fail to provide adequate regional anesthesia exposure to train residents fully in these techniques, despite the overall increased use of regional anesthesia.