Medical education in obstetrics and gynecology: A global update from 2025

Abstract As medical knowledge and technologies rapidly evolve, curricula have become increasingly dense, and designing effective OB‐GYN education that prepares learners for diverse medical careers within limited timeframes is a global challenge. This review provides an international overview of contemporary medical education in obstetrics and gynecology (OB‐GYN) across undergraduate, postgraduate, and continuing professional development levels. A narrative review of recent peer‐reviewed literature, international guidelines, and global initiatives (2023–2025) was conducted, identifying key innovations, trends, and challenges in OB‐GYN education worldwide, with a focus on curriculum reforms, competency‐based education, simulation, telemedicine, AI applications, global standardization, and equity‐oriented initiatives. Undergraduate OB‐GYN curricula are increasingly standardized, integrating core competencies, early clinical exposure, and reproductive health. Postgraduate training adopts competency‐based frameworks, enhanced by simulation, virtual reality, and tele‐education, while continuing medical education has shifted toward flexible digital platforms and structured credentialing. Innovations, such as AI‐driven learning tools, simulation drills, and telemedicine‐based training, have improved skill acquisition, and global bodies, such as FIGO, RCOG, and ACOG, promote curriculum harmonization and equity. The COVID‐19 pandemic accelerated digital adoption but revealed gaps in surgical training and support. Overall, OB‐GYN education is in a transformative phase, marked by technology, standardization, and equity, yet significant disparities persist, especially in resource‐limited settings. Continued global collaboration, investment in educational infrastructure, and adaptive curriculum development are essential to prepare OB‐GYN professionals for evolving clinical demands and healthcare inequities in the postpandemic era.