| Description |
1 online resource (xiii, 371 pages) : illustrations |
| Contents |
Cover -- Half-title -- Reviews -- Title page -- Copyright information -- Dedication -- Contents -- List of Contributors -- Preface -- Acknowledgments -- Introduction -- Integration of Abortion into Medical Education -- Family Planning and the COVID 19 Pandemic -- Section I Abortion Training: Workforce, Leadership, Social & amp -- Political Impact -- Chapter 1 A Systems Approach to Medical Education -- 1.1 Historical Background of Health Education -- 1.2 Health Systems: Preparing the Workforce -- 1.2.1 Educating a New Workforce in Family Planning through Integration into the Educational Systems -- 1.2.2 The US Systems Responsible for Post-Graduate Medical Education -- 1.2.2.1 The American Board of Medical Specialties (ABMS) -- 1.2.2.2 American Board of Obstetrics and Gynecology (ABOG) -- 1.2.2.3 Accreditation Council for Graduate Medical Education (ACGME) -- 1.2.2.4 The Residency Review Committee (RRC) -- 1.2.3 The Teaching Hospital Prepares the Workforce -- 1.2.3.1 Changing Hospital Services to Ensure Family Planning Training -- 1.2.4 Partnerships with the Private Sector to Enhance Training -- 1.3 The Global Realm -- 1.3.1 Impediments to Creating an Effective Workforce -- 1.3.2 Institutionalizing a Global Physician Community -- 1.3.2.1 The Fellowship in Family Planning's Global Vision -- 1.3.2.2 Impact on the Fellows -- 1.3.2.3 Institutional Impact -- 1.3.2.4 Research: Mulago Hospital, Makarere University, Uganda and the University of California, San Francisco -- 1.3.2.5 Research: Malawi College of Medicine and the University of North Carolina -- 1.3.2.6 Education: Guyana, Kenya and Ethiopia -- 1.4 Institutional Mandates and Prescriptions for Medical Practice after Legalizing Abortion -- 1.5 Medication Abortion and Institutionalization of Abortion -- 1.6 Conclusion -- References |
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Chapter 2 Training in Contraception and Abortion to Reduce Maternal Mortality -- 2.1 Introduction -- 2.2 The Importance of Training in Family Planning to Reduce Maternal Mortality -- 2.3 Importance of Physician Leaders in Training to Reduce Maternal Mortality -- 2.4 Characteristics of Maternal Mortality in the USA -- 2.5 Training in Abortion to Reduce Maternal Mortality in Ethiopia -- 2.6 Training in Abortion to Reduce Maternal Mortality in Nepal -- 2.7 The Role of Family Planning Training in Decreasing Maternal Mortality -- 2.8 Unique Aspects of Abortion Provision -- 2.9 Conclusion -- References -- Chapter 3 The History of Integrated Training in Abortion and Contraception for Obstetrician-Gynecologists in the USA -- 3.1 Freestanding Clinics and Teaching Hospitals -- 3.2 Medical Education and the Teaching Hospital -- 3.3 The ACGME Abortion Mandate, Medical Education Standards and Enforcement -- 3.4 The Fellowship in Family Planning -- 3.4.1 The Fellowship in Family Planning: Outreach and Visibility -- 3.4.2 Setting and Enforcing Standards -- 3.4.3 The Pursuit of Subspecialty -- 3.4.4 Global Health and the FFP -- 3.4.5 Providing Support: Family Planning Fellowship Workshops -- 3.4.6 Creating Community -- 3.5 The Kenneth J. Ryan Program in Abortion and Family Planning: Focus, Growth Documentation -- 3.5.1 Defining the Ryan Residency Training Program -- 3.5.2 Program Outreach -- 3.5.3 Programmatic Support -- 3.5.4 Site Visits -- 3.5.5 Evaluation and Research -- 3.5.6 Successes and Challenges -- 3.5.7 Ryan Programs as a Model for Institutionalization of Family Planning Training -- 3.5.8 The Health and Hospitals Corporation Initiative -- 3.5.9 The Pathfinder/Vietnam Curriculum Reform Partnership -- 3.5.10 Connecting the FFP and Ryan Program Initiatives to Enhance Success of Both: Creating Workforce Pipelines for Generalists and Subspecialists |
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3.6 Professional Collaborations -- 3.7 The Future of Family Planning and Abortion Education: The Impact of Subspecialty Certification and Accreditation -- 3.8 Conclusion -- References -- Chapter 4 The Medical Community, Abortion and the Crucial Role of Physician Advocacy -- 4.1 Introduction -- 4.2 The Nineteenth-Century Campaign for Criminalization of Abortion -- 4.3 The Century of Criminalization and Subsequent Push for Re-legalization -- 4.4 Physician Advocacy after Roe v. Wade -- 4.5 Physicians' Organizational Advocacy for Abortion -- 4.6 Institutional Advocacy in Clinical Departments, Hospitals and Medical Schools -- 4.6.1 Influencing Hospital Policy -- 4.7 Institutional Advocacy in Response to Legislative Interference -- 4.8 Confronting Stigma -- 4.9 The Society of Family Planning's Role in Advocacy -- 4.10 Creating the Evidence Base for Advocacy -- 4.11 The Fellowship in Family Planning's Inter-professional Collaborations -- 4.12 Continued Advocacy by Academic Obstetrician-Gynecologists -- 4.13 The American College of Obstetricians and Gynecologists (ACOG) -- 4.14 Medical Student Advocacy of Abortion Care and Training -- 4.15 National Abortion Federation -- 4.16 Abortion Advocacy in Family Medicine -- 4.17 Advocacy in Courts of Law -- 4.18 Physician Advocacy Efforts in Other Countries -- Appendix 4.1 Countering Abortion Stigma -- Questions to Consider in Developing Your Advocacy Message -- REFERENCES -- Chapter 5 The US Fellowship in Family Planning as a Community of Practice -- 5.1 Background -- 5.2 The Fellowship in Family Planning -- 5.3 Activities to Support the Family Planning Community of Practice -- 5.3.1 The First and Most Effective Community-Building Event of the FFP: The Fellowship Annual Meeting -- 5.3.2 Networking for Fellows -- 5.3.3 Community of Researchers |
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5.3.4 Community of Clinicians: The Fellowship Listserv and Other Platforms of Communication -- 5.3.5 Community of Educators -- 5.3.6 Community of Leaders -- 5.3.7 Community of Advocates -- 5.3.8 Psychosocial Support for Fellows -- 5.4 The Ryan Program -- 5.5 Conclusion -- References -- Chapter 6 Building Evidence through Research: The Benefits of Integrating Research Training into Fellowship in Family Planning Programs -- References -- Chapter 7 Impact of Integrated Family Planning Training: Culture Change and Access to Care -- 7.1 ACGME Requirement -- 7.2 Research and Contribution to Science -- 7.2.1 Impact on LARC Access -- 7.2.1.1 The Choice Project -- 7.2.1.2 The Colorado Initiative (2009-2015) -- 7.2.2 Impact on Clinical Care -- 7.2.3 Contraceptive Research and Development -- 7.2.4 Charlotte Ellertson Social Science Postdoctoral Fellowship in Abortion and Reproductive Health -- 7.3 Clinical Care and the Ryan and Fellowship in Family Planning Programs -- 7.4 Family Planning Training and Advocacy -- 7.5 Political and Legal Effects of Fellowship Advocacy -- 7.6 Culture Change -- 7.6.1 Crossing the Threshold of Formal Certification and Accreditation -- References -- Chapter 8 Conscientious Provision and Objection in Medical Training in the Context of the Abortion Controversy -- 8.1 Conscientious Objection -- 8.2 Conscientious Objection and Medical Practice -- 8.3 USA -- 8.4 Conscientious Commitment -- 8.5 Impact -- 8.6 Recommendations for Medical Education -- 8.7 Conclusion -- References -- Section II Integration of Abortion into Graduate Mediacl Education -- Chapter 9 Abortion Training in the USA: Prevalence, Outcomes and Challenges -- 9.1 Introduction -- 9.2 Impacts of Abortion Training on Skills -- 9.3 Impacts of Abortion Training on Attitudes toward Patients and Abortion Provision -- 9.4 Impact of Abortion Training on Practice |
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9.5 Training Residents Who Do Not Want to Fully Participate in Training -- 9.6 Benefits of Training as Perceived by Residency Training Leaders -- 9.7 Challenges in Abortion Training Integration -- 9.8 Conclusion -- References -- Chapter 10 Starting and Optimizing an Academic Abortion Service -- 10.1 What Makes an Abortion Service Unique? -- 10.2 Mission -- 10.3 Legal Support and Resources -- 10.4 Facility and Hospital Considerations -- 10.4.1 Tissue Management -- 10.4.2 Safety -- 10.4.3 Abortions in a Main OR -- 10.4.4 Catholic Hospitals -- 10.4.5 Telemedicine -- 10.5 Guidelines and Protocols -- 10.5.1 Gestational Limits -- 10.5.2 Cervical Preparation -- 10.6 Patient Education -- 10.7 Equipment -- 10.8 Staffing -- 10.9 Scheduling -- 10.10 Anesthesia and Comfort -- 10.11 Integrating Contraception and Sexually Transmitted Infection Evaluation and Care -- 10.12 Important Relationships -- 10.13 Fiscal Stability -- 10.13.1 Building a Financially Sustainable Abortion Practice -- 10.13.2 A Self-Pay Option for Hospital Abortion Services -- 10.13.3 Coding Procedures for Insurance Reimbursement -- 10.14 The UCSF Women's Options Centers -- 10.14.1 Zuckerberg San Francisco General Hospital's Women's Options Center -- 10.14.1.1 History -- 10.14.1.2 Services -- 10.14.1.3 Training -- 10.14.2 UCSF at Mt. Zion Women's Options Center (WOC-MZ) -- Appendix 10.1 Important Relationship's Starting and Optimizing Academic Abortion Services -- References -- Chapter 11 The Role of Early Pregnancy Loss Care in Ensuring Competence in Uterine Evacuation -- 11.1 Early Pregnancy Loss Background -- 11.2 Miscarriage in Mainstream Medical Education -- 11.3 Miscarriage Training as an Introduction to Abortion Training -- 11.4 Miscarriage Management Training in the Office Setting (the TEAMM Project) -- 11.5 Integration of EPL Management into the ED Setting |
| Summary |
"While this book's focus is on integrating training after contraception and abortion become legal, many, if not all of the systems and approaches described in this book are equally applicable in countries where abortion is illegal or access to abortion and contraception is limited. Our educational concepts and approaches may seem too complex, expensive or impractical for resource-poor countries where family planning services, no matter how poorly delivered, are judged adequate or are so controversial that ignoring them is the safest course. In fact, this attitude perpetuates the status quo, prevents progress or leads to a deterioration of health care. In the context of family planning, this view is particularly detrimental. It reinforces the perception that family planning and reproductive health have little status or value in health care delivery, and therefore in medical education. Ensuring a properly informed, motivated, and caring workforce to drive research and policy must be the aim of every country. Education of that workforce is paramount for promoting health in general and reproductive health in particular. While legalization of abortion is an essential element in promoting women's and public health, the advocates for reform and those responsible for implementation often do not consider the essential link: the systemic education of all involved in providing the care, for which we hope this book will offer inspiration and guidance"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from digital title page (viewed on August 12, 2021) |
| Subject |
Family planning.
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Contraception.
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Medicine -- Study and teaching.
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Reproductive health services.
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Women -- Health and hygiene.
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Women's health services.
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Medical education.
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Reproductive Health Services
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Contraception
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Women's Health
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Women's Health Services
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Abortion, Induced -- education
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Education, Medical
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Women's health services
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Women -- Health and hygiene
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Reproductive health services
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Medical education
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Contraception
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Family planning
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Medicine -- Study and teaching
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| Form |
Electronic book
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| Author |
Landy, Uta, editor.
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Darney, Philip D., editor.
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Steinauer, Jody, 1969- editor.
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| LC no. |
2020053912 |
| ISBN |
9781108884709 |
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1108884709 |
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