Implementing BLSO: A Model for Faculty and Residents to Teach Family-Centered Obstetrical Care to Preclinical Students Jacqueline Gerhart MD, Lee Dresang MD, William Burrough, Kristin Magliocco May 4, 2016

Disclosures Dr. Dresang is on the ALSO Editorial Board

Objectives Implement a BLSO curriculum at your medical school or residency program. Obtain residency and medical school support for family medicine residents to teach obstetrics to medical students. Create a budget and obtain funding sources for your BLSO curriculum.

Basic Life Support in Obstetrics ALSO (1991) –Developed at UW-Madison –Sold to AAFP in BLSO (2012) –Owned by AAFP and available for teaching to medical students, PA students, EMTs, nurses

Background: Need for BLSO Residency perspective –Limited opportunities for residents to teach OB –No current model for residents to become BLSO instructors

Background: Need for BLSO Medical student perspective –Prep for FM, OB and Peds Clerkships –No guaranteed exposure to OB in FM –Limited OB exposure in preclinical years –Students interested in women’s health may not consider family medicine as a career option.

BLSO Curriculum One-day course Designed for first responders, students 8 topics related to maternity care –Early pregnancy bleeding –Breech delivery –Premature delivery –Pre-eclampsia –Shoulder dystocia –Postpartum hemorrhage –Maternal resuscitation –Neonatal resuscitation

UW Model for BLSO: Schedule *Students read curriculum and do Pre-test prior to BLSO course. Must Achieve 85% passing to be admitted to course. *Certification card on completion of post-test “mega-delivery”

Teachers: All FM faculty and residents –Second year included M3 Small group sessions –1:5 instructor to student ratio –Case-based –Hands-on Pre- and post-course surveys –Obstetrical knowledge –Interest in family medicine

Data Collection

Course Participants

BLSO Results 2015

BLSO Results 2016

BLSO Goals

BLSO Survey Results Majority of students “agreed” or “strongly agreed” with the following statements: – “After this course, my understanding of family medicine’s role in obstetrics increased.” – “After this course, my interest in family medicine as a career increased.”

BLSO Survey Results Selected Student comments – “This is by far the best learning experience I have had in medical school.” – “I never knew a family medicine physician could do all of this!” – “I felt at ease with the faculty and residents. They are true role models, and I loved the opportunity to work in small groups with them.”

UW Model for BLSO: Budget Item Price Each Quant Total Cost Reuse? Funding Needed Notes Student Syllabi $6570$4,550 no $4,550 AAFP doesn’t allow reuse Instructor Manuals $5016$800yes$0 AAFP allows reuse Course CD $501 no$50 AAFP doesn’t allow reuse Mnemonic Reference Card $670$420 no $420 Students keep these Mnemonic Poster $124$48yes$0 Breakfast / Coffee $387$261no$261 Lunch / Snacks $787$609no$609 Pelvic Mannequins $7805$3,900yes$0 Faculty Time (8 hrs) $020$0no$0 Faculty Volunteer TOTAL BUDGET $10,638 $5,890

UW Model for BLSO: Budget Funding Sources Price Asked Quant Asked Total $ RequestApprovedDenied Student Contribution (Manuals)$4075 $3,000 x WAFP-SCC (Student Manuals)$2575 $1,875 x Small Grant (Instructor Guide)$5011 $550 x Course CD$501 $0 reuse WAFP-SCC (Mnemonic Cards)$675 $450 x Posters - Reuse$124 $0 reuse WMAA (Breakfast)$3100 $300 x OMSE (Lunch)$9100 $900 x PA Program (Lunch)$9100 $900 x DFM (7 Borrowed Mannequins)$07 reuse Small Grant (5 Mannequins)$7805 $3,900 x

UW Model for BLSO: Administration Acceptance Timing –Preclinical –Elective –“Bootcamp” Autonomy –FM identity / recruitment –Family-Centered care

To Consider When Establishing: Motivation of self-selection Difficulty of a state-wide campus Availability of residents Incentive for faculty Resource procurement

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