The Department of Obstetrics, Gynecology and Women's Health at Saint Louis University School of Medicine has had a long and proud tradition of commitment to excellence in medical education training of students, residents and maternal-fetal medicine fellows.
Our obstetrics and gynecology residency training program is organized to provide the broad experience necessary to develop the essential clinical and technical skills of an obstetrician/gynecologist. We offer a unique blend of patients drawn from the University, private practice and public health resources that helps foster a diversity of patient care experiences across all socioeconomic frontiers. Through a partnership with SSM Health, a regional health care entity, Saint Louis University has positioned itself for continued growth and success by promoting excellent patient care.
The strong academic background of our program is complemented by SSM St. Mary's Hospital, which we are based. Our residency also incorporates experiences at other hospitals in the region for maximum exposure to all available educational opportunities and faculty expertise. These include SSM Health Saint Louis University Hospital, St. Luke's Hospital, and other elective rotations. Our learning environment is one that encourages the pursuit of knowledge in a caring, professional and respectful manner.
Our residency program consists of 24 residents, six per year. We will be filling six new positions for the 2019-20 academic year. All applicants need to apply using the Electronic Residency Application Service (ERAS) from the Association of American Medical Colleges (AAMC) and the Education Commission for Foreign Medical Graduates (ECFMG).
We accept applications through ERAS only. Emailed applications will not be reviewed.
The deadline for submission of your ERAS application to be considered for the 2019 Match is October 29, 2018. Early applications are encouraged.
A preliminary review of each application will be made upon receipt. We accept both American and foreign medical graduates. There are no minimum scores and clinical experience is not required. We look at the entire application as a whole and invite the best 100 candidates out of the 500 or so applications that we receive. While scores are important, so are your transcripts, recommendation letters, personal statement, etc. We will sponsor J-1 visas, but not H-1 visas.
Your application will be considered complete when all ERAS materials are received. This includes at least three letters of recommendation, medical school transcripts, dean's letter, ECFMG certificate (if applicable), and documentation of national USMLE or COMLEX scores.
Interviews are held on Friday mornings in October, November and December. You will be notified by email whether you have been selected for an interview. Unfortunately, due to the number of applications we receive, we are unable to notify those who are not selected for an interview.
For further information about our program, please review the applicant handbook below.
If you have additional questions, contact Lori Gallini Hartig, program manager and education specialist at email@example.com.
Continuous, individual evaluation is an integral part of our residents' education throughout four years of training. Residents are formally evaluated by faculty after each rotation and on specific encounters during that rotation. Faculty members are also encouraged to provide ongoing feedback to residents about their attitudes, knowledge and skills throughout their time of interaction. In addition, residents are evaluated using the 360° evaluation method, including evaluations from not only from faculty, but also their peers, medical students, patients, nurses and self evaluation.
At the six-month evaluation intervals, residents are provided with a written evaluation summary that has been prepared by the program director. This summary is based on resident performance in their assigned rotations, their Council on Resident Education in Obstetrics and Gynecology (CREOG) examination scores, Obstetrics and Gynecology Milestones assessed by the Clinical Competency Committee, and any other issues deemed important by the resident or the faculty.
The residents and faculty are encouraged to evaluate the program on a yearly basis. Residents also evaluate their rotations on a monthly basis. An anonymous, formal written evaluation of the faculty by the residents is conducted on a yearly basis. These evaluations are summarized at the yearly Program Evaluation Committee Meeting where changes or improvements are discussed, if necessary.
Residents are encouraged to submit a self-assessment on a yearly basis. The progress of this self-assessment is discussed with their faculty adviser. Residents are encouraged to communicate with their faculty advisers as often as necessary for assistance with professional development.
Resident performance, in general, is also discussed at the semi-annual Clinical Competency Committee meetings as the basis for promotion to the next level and graduation of the chief residents.
Residents are evaluated using the core competencies provided by Accreditation Council for Graduate Medical Education (ACGME). These include patient care, medical knowledge, practice-based medicine, systems-based practice, professionalism and interpersonal and communication skills. Residents are then assessed using milestones, which are knowledge, skills, attitudes and other attributes for each of the competencies organized in a developmental framework from less to more advanced.
Medical students and nurses routinely submit their evaluations of the residents concerning their teaching performance. This is included in the clinical competency committee review process. Patients also evaluate the residents on professionalism and communication. Finally, the residents are evaluated by their peers. This 360-degree evaluation process evaluates the residents’ competence in interpersonal and communication skills and teaching skills.
Complaints concerning resident performance are referred immediately to the program director, who meets with the individual resident for constructive counseling. Residents regularly meet with the director and the associate director to discuss organizational issues, progress in training, performance and professional development. As a result of this process, most conflicts are prevented or resolved and the director continues to personally monitor progress. If deemed necessary, more formal confidential counseling is available at the medical school. When required, remedial work is assigned.
It should be noted that the director places equal importance in rewarding good performance. This is stressed at the periodic meetings with individual residents as well as during case conferences.