OB/GYN Residency Program

Leadership Opportunities

We have several opportunities for resident participation in leadership roles and encourage our residents to be leaders more broadly.

One of our missions as a residency program is to foster the development and growth of leaders in our field. Aligning with that goal, we have several opportunities for resident participation in leadership roles within the Department, Alpert Medical School, and in interprofessional environments throughout the hospital. We also encourage our residents to be leaders more broadly, presenting their work at national conferences, and engaging with faculty to network on local, regional and national levels. Position descriptions for leadership opportunities for residents in our program are described below:

Administrative Chief Residents (PGY4): 

  • The Administrative Chief Residents (ACs) play a pivotal role in education, administration, and resident morale. The Administrative Chief Residents work as a team to provide leadership and support of the key missions of the residency program and function as key mentors and advocates for the residents. 
  • Overall responsibilities:
    • Enhance communication between the residents and hospital staff/faculty, nursing, and leadership.
    •  Function as a liaison between the residents and the residency program leadership (Program Director (PD) and Associate Program Directors (APDs)).  
    • Advocate for the residents and promote resident interests, in conjunction with program and hospital needs and functions.
    • Work closely with the PD/APDs on direct resident administrative tasks, particularly with academic schedules, event planning, orientation programs, prospective applicant interviews, educational initiatives, and morale issues.
    • Work closely with the PD/APDs to identify needed changes on both a program and hospital level in response to feedback from any concerned party. 

Academic Chief Residents (PGY4):

  • The role of the Academic Chief Resident is to oversee the trainee and clerkship experience, identify curricular and simulation opportunities specific to trainees, and optimize team-based learning.  This position is intended for a trainee who plans to pursue a career in academics with an emphasis on medical student and resident education and she/he will ultimately serve as a role model and peer mentor for the CCRA and LICRA respectively.
  • Medical Student Clerkship Leadership roles
    1. Resident Career Mentor Liaison(RCML) (PGY2): The RCML will be the resident liaison for students interested in Ob/Gyn as a career, interfacing with the CCRA and LICRA as well as clerkship directors to identify and reach out to students interested in Ob/Gyn. The RCML will facilitate experiences for these students, such as organizing events to review fourth year planning, programs, interviews and the match. 
    2. Core Clerkship Resident Advisor(CCRA) (PGY3): The role of the CCRA (incoming PGY3) is to act as the primary point person for all student questions/concerns during the Core Clerkship, issues regarding resident participation in medical student education, as well as any concerns regarding student performance.   The CCRA will be involved with curricular design and changes related to the Core Clerkship and suggestions from the CCRA that may improve resident participation will be solicited and highly considered.  The CCRA should have demonstrated excellence in teaching and an interest in academic scholarship related to medical education.  Accordingly, the CCRA will be encouraged to participate in the Education Council and in other educational scholarship in the Department.   
    3. Longitudinal Integrated Clerkship Resident Advisor (LICRA) (PGY3): The LICRA is an upper level (incoming PGY-3) resident whose role is to act as the primary point person for concerns and questions regarding the inpatient experience for LIC students.  Each LICRA will be active for the Alpert Medical School Academic year, roughly from the beginning of May in their PGY 2 year to the beginning of May in their PGY 3 year.  From March-May of their PGY3 year, the LICRA is expected to work closely with the incoming LICRA to orient her/him to their duties and responsibilities.  The LICRA should have demonstrated excellence in teaching and an interest in academic scholarship related to medical education.   Accordingly, the LICRA will be encouraged to participate in the Education Council and in other educational scholarship in the Department.
       
  • Simulation Leadership roles
    1. Ob & Gyn Simulation Leaders (PGY3) : Full Simulation days are led and organized by our Simulation resident leaders under the guidance of our Simulation Center Faculty Leadership. Simulation leaders have a vested interest in education utilizing simulation and have historically contributed to the curriculum with development of low fidelity models for procedural skills, and innovative approaches to fostering resident growth and development in a simulated environment. This position also allows for robust interprofessional communication and development. 
  • Program committees
    1. Residents lead and participate in many Residency based committees including the Wellness committee, Interview committee, OGCC Advisory committee, and our Department’s Diversity, Equity, and Inclusion committee. In addition, residents serve as liaisons to foster interprofessional communication and development with providers in Anesthesia, Nursing, and the Research Division.
  • Hospital committees
    1. Our residents take part in many facets of the hospital system, and their input is valued on many different hospital committees including: Obstetric & Gynecology Peer review, Quality Council, Bioethics, Graduate Medical Education, Perinatal Mortality, and Practice Guidelines committees. 
  • Medical school committees
    1. Our residents participate in many opportunities at the medical school, examples including LCME site visit preparation, participation in the BMHA and MEDSTEP,  and BASCE fellowship and BRIGHT pathway programs.