Advancing obstetrics and gynecology training: The shift toward outcome and based education, a narrative review of literature

Abstract Outcome‐based education (OBE) is an educational model that organizes training around the achievement of clearly defined goals rather than time‐based metrics. Its adoption has significantly influenced medical education, particularly in specialties such as obstetrics and gynecology (O&G), where clinical complexity demands adaptability and precision. This narrative review explores the development, implementation, and challenges of OBE, with a specific focus on its application in O&G training programs. A comprehensive literature search was conducted using PubMed and the University of Limerick library database, employing terms related to OBE, curriculum development, and assessment. Only full‐text, English‐language articles were included, encompassing both foundational and contemporary literature. Tools such as the mini‐clinical evaluation exercise (Mini‐CEX) and objective structured assessment of technical skills (OSATS) have played a central role in competency assessment. However, ongoing challenges include variability in feedback quality, limited faculty engagement, and the risk of reducing assessments to checklists. The integration of entrustable professional activities offers a more authentic, trust‐based approach to assessing clinical readiness. OBE represents a paradigm shift in medical education toward structured, outcome‐driven training. Its success depends on thoughtful implementation, institutional commitment, and continuous evaluation to ensure alignment between learning goals, clinical demands, and local context.