• Christopher C DeStephano, Joshua F Nitsche, Michael G Heckman, Erika Banks, and Hye-Chun Hur.
• Mayo Clinic Department of Surgical Gynecology, Jacksonville, Florida. Electronic address: Destephano.christopher@mayo.edu.
• J Surg Educ. 2020 May 1; 77 (3): 661-670.

ObjectiveTo evaluate current availability and needs of simulation training among obstetrics/gynecology (OB/GYN) residency programs.DesignCross-sectional survey.SettingAccreditation Council for Graduate Medical Education accredited OB/GYN residency programs in the United States.ParticipantsResidency program directors, gynecology simulation faculty, obstetrics simulation faculty, and fourth-year residents.ResultsOf 673 invited participants, 251 (37.3%) completed the survey. Among the survey responses, OB procedures were more broadly represented compared to the GYN procedures for simulation teaching: 8 (50%) of 16 OB procedures versus 4 (18.2%) of 22 GYN procedures had simulation teaching. Among the simulated procedures, a majority of residents and faculty reported that simulation teaching was available for operative vaginal delivery, postpartum hemorrhage, shoulder dystocia, perineal laceration repair, conventional laparoscopic procedures, and robotic surgery. There were significant differences between residents and faculty perceptions regarding the availability and needs of simulated procedures with a minority of residents having knowledge of Council on Resident Education in Obstetrics and Gynecology (47.2%) and American College of Obstetrics and Gynecology (27.8%) simulation tools compared to the majority of faculty (84.7% and 72.1%, respectively). More than 80% of trainees and faculty reported they felt the average graduating resident could perform vaginal, laparoscopic, and abdominal hysterectomies independently.ConclusionsSimulation is now widely available for both gynecologic and obstetric procedures, but there remains tremendous heterogeneity between programs and the perceptions of residents, program directors, and faculty. The variations in simulation training and readiness for performing different procedures following residency support the need for objective, validated assessments of actual performance to better guide resident learning and faculty teaching efforts.Copyright © 2019 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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