Editorial: Education in obstetrics and gynecology

OB-GYN, spanning from undergraduate studies to postgraduate educaNon, conNnuing medical educaNon (CME), and beyond.The journey of becoming an OB-GYN specialist begins with robust undergraduate medical educaNon. Here, it is imperaNve to develop a curriculum that not only covers the essenNal medical knowledge but also fosters criNcal thinking, empathy, and self-reflecNve skills (1).Modern medical schools are increasingly adopNng integrated curricula that blend basic sciences with clinical pracNce early on (2). This approach helps students contextualize their learning and understand the relevance of theoreNcal knowledge in real-world scenarios.InnovaNve teaching methods, such as problem-based learning (PBL) and team-based learning (TBL) have shown significant promise in enhancing student engagement and retenNon of knowledge (3). These methodologies encourage collaboraNve learning, criNcal analysis, and the applicaNon of knowledge to pracNcal problems, preparing students for the dynamic and ocen unpredictable nature of clinical pracNce in OB-GYN (4).In the context of obstetrics and gynecology educaNon, competency-based ultrasound educaNon has emerged as a pivotal component of training programs (5). This approach ensures that learners develop the essenNal skills and knowledge required for effecNve ultrasound use, regardless of the Nme it takes to achieve these competencies. Rather than progressing through a fixed curriculum, students advance based on their demonstrated proficiency in various aspects of ultrasound, from image acquisiNon and interpretaNon to the integraNon of findings into clinical decision-making (6). SimulaNon-based training plays a significant role, providing learners with opportuniNes to pracNce and refine their skills in a controlled environment unNl they reach a level of mastery. This method not only enhances technical abiliNes but also promotes criNcal thinking and clinical judgment, ensuring that graduates are fully prepared to uNlize ultrasound as a diagnosNc and therapeuNc tool in their pracNce. By focusing on competency rather than Nme spent in training, this educaNonal model beeer equips future obstetricians and gynecologists to meet the demands of modern healthcare.Postgraduate educaNon, parNcularly residency training, is where the foundaNonal knowledge acquired during undergraduate studies is honed in specialized clinical skills (7). Residency programs in OB-GYN must be rigorous, inclusive, and comprehensive, ensuring that trainees are well-equipped to handle the complexiNes of the field. Standardized accreditaNon and validaNon processes are crucial to maintaining the quality and consistency of these programs globally. SimulaNon-based training has become a cornerstone in residency programs, providing a safe and controlled environment for residents to pracNce and refine their skills. High-fidelity simulaNons, including the use of virtual reality (VR) and augmented reality (AR), offer immersive experiences that mimic real-life clinical scenarios. These technologies not only enhance technical skills but also improve decision-making, teamwork, and communicaNon-essenNal components of effecNve clinical pracNce.The rapid pace of medical advancements necessitates a commitment to lifelong learning for OB-GYN professionals. ConNnuing medical educaNon (CME) ensures that pracNNoners remain up-to-date with the latest developments, techniques, and best pracNces in the field. CME programs must be flexible, accessible, and relevant, catering to the diverse needs of healthcare professionals across different stages of their careers. Digital plagorms have revoluNonized CME, offering online courses, webinars, and virtual conferences that enable professionals to learn at their own pace and convenience (8). AddiNonally, mobile applicaNons and e-learning modules provide on-the-go access to educaNonal resources, allowing clinicians to integrate learning into their daily rouNnes seamlessly.The digitalizaNon of medical educaNon has opened up new avenues for teaching and training.Virtual reality (VR) and augmented reality (AR) are transforming the way medical students and professionals learn, providing immersive and interacNve experiences that enhance understanding and retenNon (9). These technologies can simulate complex OB-GYN procedures, offering hands-on pracNce without the risks associated with real-life intervenNons. SimulaNon centers equipped with high-fidelity mannequins and task trainers allow for the pracNce of intricate surgical techniques, obstetric emergencies, and paNent management scenarios. These controlled environments enable learners to make mistakes and learn from them, building confidence and competence.Healthcare is inherently mulNdisciplinary, and the educaNon of OB-GYN professionals must reflect this reality. Inter-professional training, where medical students, nursing students, and other healthcare trainees learn together, promotes a collaboraNve approach to paNent care. This model fosters mutual respect, understanding, and communicaNon among different healthcare professionals, ulNmately improving paNent outcomes. Transdisciplinary approaches, which incorporate non-medical educaNon such as ethics, communicaNon, and leadership training, further enrich the learning experience. These elements are crucial in developing well-rounded healthcare professionals who are not only skilled clinicians but also empatheNc leaders and effecNve communicators.QualitaNve and quanNtaNve research in medical educaNon is essenNal for conNnuous improvement and innovaNon. Studies that evaluate the effecNveness of different teaching methods, curricular designs, and training tools provide valuable insights that inform educaNonal pracNces. Research also helps idenNfy gaps and areas for improvement, ensuring that medical educaNon evolves to meet the changing needs of society.The educaNon of healthcare professionals in Obstetrics and Gynecology is a dynamic and evolving field that requires a mulNfaceted approach. From undergraduate educaNon to postgraduate training and conNnuing medical educaNon, each stage plays a criNcal role in developing competent, compassionate, and resilient pracNNoners. The integraNon of innovaNve teaching tools, inter-professional educaNon, and rigorous research is essenNal to meet the challenges of a globalized world and ensure the wellbeing of global populaNons. As we look to the future, it is imperaNve that medical educaNon remains inclusive, collaboraNve, and forward-thinking. By embracing these principles, we can train the next generaNon of OB-GYN professionals who are not only skilled clinicians but also advocates for health and wellbeing in their communiNes and beyond. This special issue aims to shed light on these important topics, providing a plagorm for sharing knowledge, experiences, and best pracNces in the educaNon of OB-GYN professionals.The 17 contribuNons for this issue concerning educaNon in obstetrics and gynecology may be classified in different secNons. For that purpose, the arNcle of Frenk el al., published in 2010 in the Lancet is sNll valuable (10). He divided learning in skills to become a medical expert, generic competencies to become a professional and transformaNve, future oriented learning, to become a change-agent. Eleven arNcles concern program evaluaNon of which two describe checklists to assess either a skill or a generic competency, i.e. teamwork, and two arNcles described program evaluaNon focused on generic competencies. The third class of arNcles are those concerning the future of educaNon. They concern the changing demographics of our workforce, the need for culture changes, introducing arNficial intelligence and digital tools in both our learning and care provision systems. Learning for the future in a fast changing world also demands elements of transformaNve learning to foster change-agents in the health sector.The item of transformaNve learning is sNll in its infancy and needs far more academic aeenNon.Hopefully, in a next issue of this journal, the connecNon between health systems transformaNon and educaNon may aeract more arNcles from this emerging field. Finally, an arNcle from Ethiopia gets to us as a reminder that sociological, economic and cultural features of society are extremely relevant for addressing health issues. Learning about public health, with a broad view on society and its influence on health care, also for obstetrics and gynecology, is essenNal for the quality and efficiency future of health services.The landscape of medical educaNon in obstetrics and gynecology is characterized by technological innovaNon, a shic towards competency-based learning, interdisciplinary collaboraNon, and a strong commitment to global health and equity. These advancements ensure that future OB-GYN pracNNoners are well-prepared to meet the complex demands of their field, providing high-quality care to women across diverse sejngs. As the field conNnues to evolve, so too will the educaNonal strategies, maintaining a focus on excellence and adaptability in the face of new challenges.We hope that both obstetrician-gynecologists and teachers will enjoy this special issue and get engaged in opNmal training for the benefit of global health.