Universität zu Köln

Recker, Florian ORCID: 0000-0001-9135-4338, Neubauer, Ricarda ORCID: 0000-0001-9856-8988, Adams, Jana ORCID: 0000-0001-7711-9956, Ludwig, Sebastian ORCID: 0000-0002-1627-1871, Taran, Florin‐Andrei ORCID: 0000-0001-7384-2928 and Groten, Tanja ORCID: 0000-0003-3553-4056 (2026). Medical education in obstetrics and gynecology: A global update from 2025. Acta Obstetricia et Gynecologica Scandinavica, 105 (1). pp. 166-175. Wiley. ISSN 0001-6349

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Abstract

As medical knowledge and technologies rapidly evolve, curricula have become increasingly dense, and designing effective OB‐GYN education that prepares learners for diverse medical careers within limited timeframes is a global challenge. This review provides an international overview of contemporary medical education in obstetrics and gynecology (OB‐GYN) across undergraduate, postgraduate, and continuing professional development levels. A narrative review of recent peer‐reviewed literature, international guidelines, and global initiatives (2023–2025) was conducted, identifying key innovations, trends, and challenges in OB‐GYN education worldwide, with a focus on curriculum reforms, competency‐based education, simulation, telemedicine, AI applications, global standardization, and equity‐oriented initiatives. Undergraduate OB‐GYN curricula are increasingly standardized, integrating core competencies, early clinical exposure, and reproductive health. Postgraduate training adopts competency‐based frameworks, enhanced by simulation, virtual reality, and tele‐education, while continuing medical education has shifted toward flexible digital platforms and structured credentialing. Innovations, such as AI‐driven learning tools, simulation drills, and telemedicine‐based training, have improved skill acquisition, and global bodies, such as FIGO, RCOG, and ACOG, promote curriculum harmonization and equity. The COVID‐19 pandemic accelerated digital adoption but revealed gaps in surgical training and support. Overall, OB‐GYN education is in a transformative phase, marked by technology, standardization, and equity, yet significant disparities persist, especially in resource‐limited settings. Continued global collaboration, investment in educational infrastructure, and adaptive curriculum development are essential to prepare OB‐GYN professionals for evolving clinical demands and healthcare inequities in the postpandemic era.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Recker, Florian UNSPECIFIED https://orcid.org/0000-0001-9135-4338 UNSPECIFIED Neubauer, Ricarda UNSPECIFIED https://orcid.org/0000-0001-9856-8988 UNSPECIFIED Adams, Jana UNSPECIFIED https://orcid.org/0000-0001-7711-9956 UNSPECIFIED Ludwig, Sebastian UNSPECIFIED https://orcid.org/0000-0002-1627-1871 UNSPECIFIED Taran, Florin‐Andrei UNSPECIFIED https://orcid.org/0000-0001-7384-2928 UNSPECIFIED Groten, Tanja UNSPECIFIED https://orcid.org/0000-0003-3553-4056 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-800914
Identification Number:	10.1111/aogs.70105
Journal or Publication Title:	Acta Obstetricia et Gynecologica Scandinavica
Volume:	105
Number:	1
Page Range:	pp. 166-175
Number of Pages:	10
Date:	25 January 2026
Publisher:	Wiley
ISSN:	0001-6349
Language:	English
Faculty:	Faculty of Medicine
Divisions:	Faculty of Medicine > Frauenheilkunde > Klinik und Poliklinik für Frauenheilkunde und Geburtshilfe
Subjects:	Medical sciences Medicine
Uncontrolled Keywords:	Keywords Language competency-based training ; digital health ; education ; gynecology ; medical education ; obstetrics ; simulation ; training English
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/80091