Reflection on academic protected time: an opportunity to integrate educational programs.

Abstract

OBJECTIVES: We sought to identify the structure of academic protected time curriculum and to determine interest in a knowledge-sharing, web-based initiative. METHODS: We undertook a survey of the 16 obstetrics and gynaecology program directors in Canada. RESULTS: The response rate was 88%. Seventy-one percent of the responding program directors are responsible for developing protected time curriculum. Seventy-eight percent use a template based on a two-year rotation of topics, 64% use lectures as the main educational format, and 50% have incorporated professional competencies into academic time. The largest barrier to curriculum development is time constraints. Seventy-eight percent of program directors are interested in a network for sharing ideas. CONCLUSIONS: In most programs, the curriculum for academic protected time is developed by program directors, who are dependent upon lectures and limited by time constraints. Programs therefore have difficulty integrating professional competencies into the academic curriculum. This educational environment could prove fertile ground for establishing a collaborative curriculum initiative.