Optimizing On-The-Job Training in Obstetrics and Gynecology Fellowship: A Learning Theory-Based Framework for Competency Development

Authors

  • Qudsia Nawaz Department of Obs & Gynae, Combined Military Hospital Lahore, Pakistan
  • Sadia Abdul Ghaffar Department of Obs & Gynae, Combined Military Hospital Jhelum, Pakistan
  • Sadia Shafiq Department of Obs & Gynae, Gujranwala Medical College, Gujranwala, Pakistan
  • Shazia Tufail Department of Obs & Gynae, Combined Military Hospital Lahore, Pakistan
  • Mounazza Rehman Department of Obs & Gynae, Combined Military Hospital Lahore, Pakistan
  • Junaid Sarfaraz Khan Department of Surgery, Lady Reading Hospital, Peshawar, Pakistan
  • Sadia Nawaz University of Monash, Australia

DOI:

https://doi.org/10.54112/bcsrj.v6i6.1796

Keywords:

Education, Medical, Graduate Internship and Residency Obstetrics and Gynecology Clinical Competence Simulation Training

Abstract

In Pakistan, the current on-the-job training (OJT) model for Obstetrics and Gynecology (Ob-Gyn) fellowship programs primarily follows an apprenticeship-based framework. While this model offers experiential benefits, it presents notable challenges in standardized competency development, structured mentorship, and consistent feedback, thereby affecting training quality and skill acquisition. Objective: To evaluate the effectiveness of the existing OJT model in Ob-Gyn fellowship training in Pakistan using established learning theories and to propose a structured framework for optimizing training outcomes. Methods: A qualitative literature review was conducted to assess the existing OJT model through the lens of competency-based medical education, experiential learning theory (Kolb), and social learning theory (Bandura). Sources included peer-reviewed journals, academic reports, and international training guidelines. The analysis focused on identifying strengths and gaps within the current system. A framework for training enhancement was subsequently developed, incorporating principles of structured mentorship, simulation-based education, standardized rotations, and objective assessment tools. Results: The review revealed that while the current OJT model aligns well with experiential and social learning theories, it suffers from critical gaps. These include non-uniform case exposure, limited use of simulation technologies, inconsistent formative feedback, and lack of standardized evaluation metrics. The proposed framework includes structured mentorship programs, integration of simulation-based modules, objective assessment criteria (e.g., DOPS, OSATS), and technology-assisted learning platforms, all aimed at enhancing trainee competence and aligning with international best practices. Conclusion: The OJT model in Ob-Gyn fellowship training in Pakistan can be significantly strengthened by adopting a hybrid approach. Integrating simulation-based education, structured feedback systems, standardized competency assessments, and enhanced mentorship will bridge existing gaps and elevate the training program to meet global standards.

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Published

2025-06-30

How to Cite

Nawaz, Q. ., Ghaffar, S. A. ., Shafiq, S. ., Tufail, S. ., Rehman, M., Khan, J. S. ., & Nawaz, S. . (2025). Optimizing On-The-Job Training in Obstetrics and Gynecology Fellowship: A Learning Theory-Based Framework for Competency Development. Biological and Clinical Sciences Research Journal, 6(6), 8–10. https://doi.org/10.54112/bcsrj.v6i6.1796

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