Residency Education and Curriculum

Thursday mornings from 7:20-noon are our residents' dedicated education time. These mornings involve our department-wide education such as Grand Rounds and Morbidity & Mortality conference. They also involve an intentional rotating curriculum filled with simulation, case-based learning, faculty-led didactics, research training and support, wellness activities, and CREOG reviews.

Additionally, many rotations include regularly scheduled learning activities such as didactics, case conference, simulation and/or journal club.

Our department has developed a comprehensive simulation curriculum that allows our residents to gain valuable skills before treating actual patients. Through the use of models, state of the art equipment, and life size mannequins, our residents participate in simulation training to increase knowledge and confidence in the areas of surgical skills, clinical diagnosis, and obstetric and gynecologic-related procedures.

Simulation Schedule for 2024-25

  • Manual vacuum aspiration/dilation and evacuation
  • Newborn assessment and care
  • Pelvic anatomy cadaver lab
  • OB emergency codes
  • Total laparoscopic hysterectomy
  • Breech extraction/pudendal nerve block
  • Robotic surgery
  • Cerclage
  • Total abdominal hysterectomy
  • Electrosurgery
  • Breaking bad news
  • Colposcopy/LEEP/cold knife cone
  • Management of operative complications
  • Total vaginal hysterectomy
  • Global health
  • Residents as teachers

Essentials in Minimally Invasive Gynecologic Surgery

The Ob-Gyn residency curriculum includes EMIGS (Essentials in Minimally Invasive Gynecologic Surgery), which is now required for board certification in OB-GYN. The curriculum includes three sections: didactics, cognitive, and manual skills. Residents must pass a cognitive, computer-based exam, and a skills exam before graduating residency. Both exams are remotely proctored and can be completed here in Madison.

The UW Department of Ob-Gyn robotics curriculum is designed to introduce residents to the surgical robotics platform, ensuring they graduate with in-depth knowledge of trocar placement, docking sequence, instrument exchange, and console proficiency. Upon successful completion of the robotics curriculum, residents receive an Intuitive certificate demonstrating proficiency, which can be utilized for credentialing during job acquisition. This comprehensive training prepares them to excel in the evolving field of robotic surgery.

The UW–Madison Obstetrics and Gynecology Residency Program aims to meet the needs of our academically diverse residents. We provide a comprehensive, structured research program that will allow residents to fulfill ACGME requirements for participation in scholarly activities. The program enhances the critical thinking skills of residents as clinicians, and fosters scholarly thinking, creativity and excitement in synthesizing existing knowledge in women’s health. The purpose of this program is to provide a solid foundation for all residents to understand how to read research papers and perform a project. It also serves as a springboard for those who wish to engage in research with greater intensity with the intent of pursuing academic or research careers. Residents may engage in additional research projects outside of the program according to their time, interest and career goals.

Research projects may include clinical research, epidemiology, qualitative research, basic science, public health, education, or quality improvement-focused projects. We are pleased to have faculty who have been federally funded in these disciplines to serve as mentors. The program requires that each resident answer a hypothesis-driven question as their research project, prepare a scientific manuscript based on the research, and present the findings at our annual Resident Research Day.


Residents utilize this year to identify potential research mentors and topics, and to develop their research study. The faculty Resident Research Advisors help identify potential research mentors who connect with a resident’s area of interest, as well as any potential research topics. If the resident already has ideas about areas of research interest, this is an ideal time to ask about potential research mentors with whom to schedule introductory meetings.


Residents and their research mentors develop a formal research strategy early in their second year, and work towards obtaining IRB approval if needed. Residents are also expected to be meeting with their research mentor on a monthly basis. The research for the project is expected to begin no later than winter in the second year. Throughout this year, residents continue to learn about different components of research and manuscript preparation through didactics, Grand Rounds, and campus workshops; residents also present their initial project ideas to faculty for discussion, approval, and funding. During this year, residents also present an article at residency Journal Club.


Residents typically conduct the majority of their research projects in their third year as they continue their other clinical activities. Residents should wrap up data collection in the spring of the third year to ensure sufficient time for analysis. Residents continue to participate in didactics and online tutorials on research methods and fully engage in discussions about research with faculty and through Journal Club and Grand Rounds during this year.


In the early months of the fourth year, residents will work on summarizing their research findings, preparing and finalizing a scientific manuscript and planning their final presentations. While publication of the manuscript is not required, it is highly encouraged and should be at the level that could be submitted for publication. For the residents who choose to publish their manuscript, they may do so with the assistance of their research mentor and any other members of the research team. Residents present their results to the department on Resident Research Day in the spring of their fourth year.