SECTION V SUMMARY
- Practicing APCs cite lack of training opportunities as an important reason for not providing abortion procedures in jurisdictions where they can do so. One quarter want more training in these procedures, and one third lack accurate knowledge about technologies for secondary prevention of unintended pregnancies (e.g., early abortion care).
- Among sources of post-graduate abortion care training for APCs are the National Abortion Federation clinical conferences, the Abortion Access Project’s Reproductive Options Education Consortium, and Planned Parenthood Federation of America’s Consortium of Abortion Providers. The Association of Reproductive Health Professionals and the National Abortion Federation offer self-study materials and resources for educators. Hands-on training programs are limited, and admission is competitive.
- UCSF ANSIRH’s Health Workforce Pilot Project No. 171 is testing a standardized competency-based, provider-neutral early abortion care curriculum and training plan for APCs, with the intent of submitting it for specialty continuing education accreditation after outcomes are evaluated.
- APC educators have a good track record in developing reproductive health curriculum and core competencies for women’s health practice. Their challenge is to situate the abortion care curriculum and competencies within the broader public health model of unintended pregnancy prevention and management—aligning the two areas. A focus on secondary prevention of unintended pregnancies is vital.
- APCs must compile a professional portfolio—to document their credentials, competency, scope of expertise, and examples of their work accomplishments. More inclusive than a resume or CV, the portfolio is a valuable tool for spotlighting specialty preparation and experience. It also serves as documentation should one’s scope of practice be challenged.