Factors Affecting Medical Students’ Interest in Obstetrics & Gynecology
Bibliographic record
Abstract
Background: From 2015 to 2024 the number of residency applications to OB-GYN have gone up 17.4%, from 1,829 to 2,1481.Despite the rise in residency applications to OB-GYN in the United States, no recent studies have examined factors that influence or deter osteopathic medical students from pursuing this field. A small number of similar studies have been conducted in other countries, with recurring deterrents to the field being lifestyle, gender disproportions (for male students), and litigation concerns. The aim of this study is to investigate factors influencing American osteopathic medical students’ interest in OB-GYN, with a special focus in the differences between male and female responses. Methods: Thhis Survey was offered to 1,200 osteopathic medical students in CREOG District V during 2021-2022 academic year. The factors examined included but are not limited to: demographics, level of interest/disinterest in the field, hours worked, length of residency, liability, patient population, competitiveness, and female predominance. These factors were then stratified into “non-factor, minor factor, and major factor” in a student’s decision. Respondents were broken down into male and female. Only two responses listed “other” for gender, and as this was not large enough to conduct a distinct analysis, they were excluded from the study. A combination of Pearson’s Chi Squared and Fisher’s Exact Tests used to conduct analyses. Results: ● 392 responses used in data analysis: 242 (62%) female and 150 (38%) male across 4 graduating classes. ● Those interested in OB-GYN more likely to consider prestige, patient continuity, patient population, and ability to perform procedures. Of note, those who specified interest in OB-GYN were all female respondents (n=26). ● Males more likely to cite disinterest, female predominance, and patient population as reasons for deciding against OB-GYN. Females more likely to cite competitiveness, liability, and lifestyle as reasons that would deter them from the field. Discussion: Factors differ between male and female osteopathic medical students regarding a decision of whether or not to pursue a career in OB-GYN. Some factors more easily modifiable than others, specifically, addressing concerns over lifestyle, competitiveness, and liability. This study highlights the importance of accurate clinical education, adequate career counseling, and robust clinical exposures during OB/GYN rotations to provide positive experiences highlighting the breadth of the field.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.029 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".