Teaching Gynecology in Medical Universities: Strategies, Challenges, and Emerging Directions
Keywords:
gynecology, medical education, curriculum, simulation, technology, competencyAbstract
Gynecology is a fundamental component of undergraduate medical education, requiring the integration of clinical knowledge, procedural skills, and sensitive communication. Effective teaching in this discipline is challenged by limited and variable clinical exposure, learner anxiety surrounding intimate examinations, and increasing curricular demands. This article reviews contemporary approaches to teaching gynecology in medical universities, focusing on curriculum design, current instructional methods, the role of technology and simulation, and key challenges faced by educators and students. Competency-based curricula, case-based and team-based learning, simulation with standardized patients, and technology-enhanced tools such as virtual cases and digital assessments are highlighted as effective strategies for improving learning outcomes. Emerging trends, including programmatic assessment, trauma-informed education, and interprofessional learning, are discussed as promising directions for future development. Overall, a balanced, learner-centered approach that combines theoretical foundations with structured clinical practice is essential for preparing medical graduates to deliver safe, ethical, and patient-centered gynecological care.
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