Women’s Health Pathway

1. Women’s Health Pathway PATHWAY STUDENT INTRODUCTION Ana E. Núñez, MD Associate Professor, Medicine Women’s Health Pathway Director

2. Welcome - What’s value added about the pathway? • Tailored senior experience linked to interests/needs • Helpful nudges to get personal statements, CV’s, boards done perfect and out in time…. • Resources to a national network via the Center of Excellence’s system of physicians and leaders in medicine in various disciplines • Participation in diverse, interactive and fun activities • Obtain training in IRB to enable research work now and in the future • Exploring options in medical education, health policy and networking as you design your career for the future • Opportunity to function in a multi and interdisciplinary way

3. Pathway was created to: • Advise • Counsel • Enable the development of the next generation of physician leaders in sex and gender medicine in every discipline of medicine

4. Overview • Overarching Goals and Objectives • Structure and Function • Evaluation Overarching Pathway Goals • Open to all disciplines • Academic advising • Student professional mentorship • Oversight of senior level skills development

5. WH Pathway Focus on Sex and Gender Medicine • Students will obtain: • essential skills, body of knowledge, skills and attitudes needed to deliver advanced, high quality, culturally appropriate care for women • achieved by required and elective courses in women's health in clinical, basic science, academic, psycho-social and research areas • Required WH Ambulatory Clerkship • builds on Primary Care Skills • multi-disciplinary approach to health care concerns of the female patient, beyond their reproductive functions

6. Example of ObjectivesKnowledge Components • Diseases that are unique to or more common in women or for which there are differences in diagnosis and treatment for men or women • How to take an appropriate history from and know how to perform a complete and sensitive physical exam • The factors determining "women's wellness" over their life cycle and enable women to participate in disease prevention

7. Skills Component • Deliver effective, culturally appropriate women's health care in a multidisciplinary setting. • Increase their abilities to analyze the literature and incorporate into clinical practice • Synthesize diverse situations and opportunities in women's health

8. Attitude Components • Demonstrate an attitude which will ensure appropriate health care for women • Demonstrate an attitude which indicates an appreciation of the power of the physician • Display an attitude which indicates an understanding of the diversity of women in the community, based on differences in race, culture, ethnicity and social and economic factors and how this impacts on health care

9. WH Four Week Rotations Stuff • Required rotation – WH Ambulatory • Addition rotations: • Community* • College Health – Block 5 and 8 Only • Archives* • Policy* • Education/Academic* *Needs preparation prior to rotation to optimize the experience

10. Required Five Components WH Ambulatory • Clinical Activities: Primary Women’s Health Care and Specialized Skills – Tailored to Student’s Needs and Interest • Academic Activities: Paper, Women’s Health Resource Materials, and Journal Club, Guiding Questions • Community Outreach Experience • Mentoring – attending women’s health activities and providing leadership at programming

11. Clinical Activities • Primary Women’s Health Care • Inter- and multi-disciplinary primary care focused • students role model with women's health experts • increase their knowledge and skills in clinical care • Specialized Skills in Women's Health • Students have an opportunity to refine skills such as: • interpretation of mammographic findings • Analysis of pelvic floor dysfunction • Addressing special needs of women with HIV • Other selections tailored to future specialty

12. Electives • Education / Academic Elective • College Health • Women’s Health and Public Policy • Women’s Health in the Community • Women Then & Now: Women and History—A Women’s Health Education & Archives Elective 

13. Student Responsibilities With the exception of the WH Ambulatory rotation, students may enroll in any rotation for credit as a core pathway elective if they fulfill the following responsibilities: • meet with the Pathway Director (PD) and • develop rotation-appropriate women's health objectives; have mid-point formative feedback; end of the rotation project presentation and summative evaluation. • meet all required clinical expectations of the rotation • use the WH checklist of competencies and review this with their clinical supervisor • develop a WH focused project to be completed over the four weeks • attend women’s health seminar series and WH events/activities • provide leadership to years 1-3 in mentorship opportunities • promote the pathway and sex and gender medicine at Drexel, regionally and nationally • help identify and recruit new preceptors to the Pathway • help refine and create new educational opportunities

14. Community Experience and Enduring Materials • Academic Activities: • Required answering of guiding questions to readings in women's health • Focused survey paper – topic based upon student interested and signed off by PD. Their paper will include a review of the literature and synthesize their particular learning acquired during the four–week rotation • Bulletin board or newsletter that complements the curriculum • Journal Club • Community Outreach Experience • Students will spend a portion of their time in a community setting that compliments their clinical experience • Mentoring • Students will attend Women’s Health activities and provide leadership at programming • Example - Seminar series, journal clubs, health fairs, and workshops

15. Student Timeline

16. Reciprocal Relationships • Collaborative arrangements • Obstetrics/Gynecology • Pediatrics • Meaning that Women's Health Pathway students interested in Ob/Gyn or Peds are invited and fully included in Ob/Gyn or Peds Pathway activities. • New collaborators welcome

17. Pathway Trends

18. Recent Graduates Name Program Hospital City 2003 (6) Rebecca Smith Pediatrics UNC Chapel Hill, NC Haleema Javid Radiology Christiana Care Christiana, DE Nyali Taylor Surgery Pennsylvania Hosp Philadelphia, PA Sumana Kesh Medicine Brown University Providence, RI Nancy Matteer Medicine Baylor Baylor, Texas Amy Baranoski Medicine Thomas Jeff Univ Philadelphia, PA 2004 (7) Faunda Campbell Ob/Gyn Lehigh Valley Lehigh, PA Amparo Gordian Medicine Lenox Hill Hosp New York, NY Nkiruka Ohamej Medicine John Hopkins Baltimore MD Stacey Scheib Ob/Gyn Thomas Jeff Univ Philadelphia, PA Kerri Kissell Medicine Univ of Maryland Baltimore, MD Anca Barbu Surgery Univ Hosp Cleveland Cleveland OH Tracie Gong Pediatrics UCSF – Fresno Fresno, CA 2005 (9) Tracie Bennett Ob/Gyn Barnes-Jewish Hosp MO St. Louis, MO Leelia Franck Family Med Univ Mass Med School Worcester,MA Cynthia Lim Medicine Temple University Philadelphia, PA Marin Mercurius Ob/Gyn St Joseph’s Hospital Ann Arbor, MI Amie Miklavcic Ob/Gyn Virg Commonwealth Univ Richmond, VA Kirin Munar Pediatrics Miami Children’s Miami, FL Meredith Profeta Pediatrics University of Michigan Ann Arbor, MI Natasha Sandy Family Med Mountainside Hosp Montclair, NJ Shalini Shah Family Med York Hospital York, PA

19. Graduating Pathway Students Name Program Hospital City 2006 (6) Sarah Katel Ob/Gyn KP Los Angeles Los Angeles, CA Dianna Moseley Ob/Gyn St. Joseph’s Mercy Ann Arbor, MI Nina Nanda Family Med UCLA Medical Center Los Angeles, CA Gretchen Strahle Ob/Gyn Abington Hospital Abington, PA Shiv Sudhakar Internal Med KP Santa Clara Santa Clara, CA Karbo Tam Ob/Gyn KP San Francisco San Francisco, CA

21. Qualitative Feedback • Most attractive elements of the pathway: • Good resources, good opportunity to share resources • Diversity of electives and opportunities to explore areas outside of your chosen specialty • Guidance • Personal approach of office • Students receive autonomy to choose paper topic • Professional development

22. Suggested Changes: • Limited staff makes organization and timeliness frustrating • More guidance to students entering family medicine

23. Future Plans • Formalize recruitment of new faculty preceptors and clinical sites • Develop new elective opportunities • Introduction to clinical trials research • Evidence based medicine review • Interventional aspects in sex and gender medicine • Pelvic floor rotation (under development) • Inpatient women’s health rotation • And a bunch of other things…..

24. 2006 Exit Evaluation Data

25. 2006 Exit Evaluation Data