Introducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainers

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dc.check.date2026-01-08en
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisheren
dc.contributor.authorO’Sullivan, Orfhlaith E.en
dc.contributor.authorLeitao, Saraen
dc.contributor.authorS. Harneyen
dc.contributor.authorM.E. Abdallaen
dc.contributor.authorO’Donoghue, Keelinen
dc.date.accessioned2025-01-27T15:48:38Z
dc.date.available2025-01-27T15:48:38Z
dc.date.issued2025-01-08en
dc.description.abstractBackground and aims: Outcome-based education (OBE) focuses on clearly defined learner goals, offering a structured framework to achieve competency. This study explores the perspectives of trainees and trainers in Obstetrics and Gynaecology (O&G) in Ireland regarding facilitators, barriers, and challenges to implementing OBE. Methods: A national cross-sectional survey was distributed to O&G trainees and trainers in Ireland. Responses were analysed using descriptive statistics and chi-squared tests, and qualitative thematic analysis. Results: A total of 151 trainees and trainers participated in the study. While 61.2% of respondents reported familiarity with the concept of OBE, only 22.4% accurately identified its primary focus on learner goals. Participants highlighted several key benefits of OBE, including the establishment of clearly defined goals and the development of competency in essential skills. However, significant challenges were also identified, such as the perception of unattainable goals for trainees and insufficient training facilities. Additionally, trainer engagement and the lack of allocated time for both trainers and trainees to attend training courses were recognized as major barriers to the successful implementation of OBE. Conclusion: OBE presents a promising educational framework for O&G training, with the potential to modernize and enhance learning outcomes. However, its successful implementation hinges on comprehensive education about its principles and benefits, substantial investment in educational facilities and resources, and the prioritization of training through dedicated and protected time for both trainees and trainers.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationO’Sullivan, O. E., Leitao, S., Harney, S., Abdalla, M. E. and O’Donoghue, K. (2025) 'Introducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainers', European Journal of Obstetrics & Gynecology and Reproductive Biology, 306, pp. 6-13. https://doi.org/10.1016/j.ejogrb.2025.01.003en
dc.identifier.doihttps://doi.org/10.1016/j.ejogrb.2025.01.003en
dc.identifier.endpage13en
dc.identifier.issn0301-2115en
dc.identifier.journaltitleEuropean Journal of Obstetrics & Gynecology and Reproductive Biologyen
dc.identifier.startpage6en
dc.identifier.urihttps://hdl.handle.net/10468/16901
dc.identifier.volume306en
dc.language.isoenen
dc.publisherElsevier Ltd.en
dc.relation.ispartofEuropean Journal of Obstetrics & Gynecology and Reproductive Biologyen
dc.rights© 2025, Elsevier B.V. All rights are reserved, including those for text and data mining, AI training, and similar technologies.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectOutcome-based educationen
dc.subjectObstetrics and gynaecologyen
dc.subjectTraining barriersen
dc.subjectEducational facilitatorsen
dc.subjectMedical educationen
dc.titleIntroducing outcome-based education in obstetrics and gynaecology training: Perspectives of trainees and trainersen
dc.typeArticle (peer-reviewed)en
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