About

Melody Y. Hou, M.D., M.P.H., is a professor in the Department of Obstetrics and Gynecology at UC Davis Health. She is a board-certified gynecologist with a second board certification in complex family planning. Her clinical interests include family planning provision, menstrual management for patients with complex conditions, and management of early pregnancy loss. Dr. Hou is dedicated to providing compassionate care and developing long-term relationships of mutual trust and respect with her patients. Her research focuses on advances and utilization of contraception and abortion care, as well as medical student education. She has contributed to the field through various publications and is involved in innovative educational opportunities and research initiatives aimed at advancing women’s health. Dr. Hou's academic background includes a B.S. in Biological Sciences from Northwestern University, an M.D. from Harvard Medical School, and an M.P.H. in Clinical Effectiveness with a concentration in Epidemiology from Harvard University School of Public Health. Her training includes internships, residencies, and fellowships at UCLA Medical Center, Beth Israel Deaconess Medical Center, and Brigham and Women’s Hospital, Harvard Medical School.

Research topics

• Medicine
• Surgery
• Obstetrics
• Sociology
• Gynecology
• Internal medicine
• Anesthesia
• Biology
• Anthropology
• Family medicine
• Pediatrics

Selected publications

• Desire for pregnancy remembrance among patients undergoing procedural uterine evacuation

  Contraception · 2025-12-12

  articleOpen accessSenior author
  PublisherOA PDFDOI

• Representation Issues in Ophthalmology Prior to Medical School

  JAMA Ophthalmology · 2025-06-26

  articleOpen access
  PublisherOA PDFDOI

• When should I rotate? Clerkship timing of students who successfully match in OBGYN (Preprint)

  2025-01-02

  preprintOpen access

  <sec> <title>BACKGROUND</title> Medical students are routinely advised to rotate in their specialty of interest later in the year, likely to gain clinical experience, improve their clerkship performance, and therefore garner positive recommendations or performance reviews. However, there is little research to support this guidance. </sec> <sec> <title>OBJECTIVE</title> This study aims to examine a large multi-institutional cohort of students who matched into OBGYN, to determine if there are any differences in match rates based on rotation timing. </sec> <sec> <title>METHODS</title> In this IRB-approved retrospective cohort study, we included 204 students who matched in OBGYN from five geographically diverse medical schools between 2019 and 2023. The academic year was divided into trimesters due to varied rotation lengths among schools. We utilized bivariate statistics and regression models, to examine the percentage of students matching in each trimester, as well as the percentage of students rotating during the first block of the academic year. </sec> <sec> <title>RESULTS</title> After controlling for race and gender identity, there was no significant difference in match rates for OBGYN between those who rotated early in the clerkship year and those who rotated later. Students from schools without choice in timing were more likely to rotate in the first trimester. </sec> <sec> <title>CONCLUSIONS</title> For this cohort, there is no difference in match rates into OBGYN based on the timing of their core rotation. </sec>

  PublisherDOI

• Cross-sectional study of obstetrics and gynecology-bound students in visiting rotations

  BMC Medical Education · 2025-07-29

  articleOpen access1st authorCorresponding

  BACKGROUND: Recruitment of a more diverse obstetrics and gynecology workforce may help improve patient outcomes in the US, particularly among women of color. Visiting rotations play a role in competing for a position in an obstetrics and gynecology residency, however, not all students may be able to complete these expensive experiences. Our objective was to evaluate socioeconomic and other demographic differences among US obstetrics and gynecology-bound students who participate in visiting rotations versus those who do not. METHODS: We obtained de-identified data from the Association of American Medical Colleges for students graduating in US allopathic medical schools 2019 or 2020. We analyzed self-reported receipt of state and/or federal assistance to obtain postsecondary education, medical education debt, sex, and race and ethnicity data using chi-square and ANOVA analyses and logistic regression. RESULTS: Of 33,287 US graduating medical students, 1978 (5.9%) indicated "Obstetrics and Gynecology" as their intended practice and included socio-demographic data; 1110 (56.1%) of these completed at least one visiting rotation. In multivariable analysis controlling for medical education debt, race and ethnicity, and sex, students with moderate debt were less likely to complete any visiting rotation (aOR 0.68, 95% CI: 0.52, 0.89) and students with any debt were less likely to complete two or more visiting rotations than those without debt. However, Black students were significantly more likely to complete two or more rotations than white students when adjusted for debt and sex (aOR 1.48, 95% CI: 1.02, 2.11). CONCLUSIONS: Among US obstetrics and gynecology-bound medical students, moderate medical education debt was associated with lower odds of completing visiting rotations when adjusted for race and ethnicity and sex. Black students were more likely to complete two or more visiting rotations compared to their white counterparts when adjusted for levels of debt, perhaps to improve the likelihood of a successful match that is lower than that of their white colleagues despite the risk of worsening their debt. Providing more financial support or deemphasizing the visiting rotation as part of the application could help recruit a workforce that better reflects the diversity of the general population.

  PublisherOA PDFDOI

• When Should I Rotate? Clerkship Timing of Students Who Successfully Match in OBGYN

  American Journal of Perinatology · 2025-08-01

  article

  Medical students are routinely advised to rotate into their specialty of interest later in the year, likely to gain clinical experience, improve their clerkship performance, and therefore garner positive recommendations or performance reviews. However, there is little research to support this guidance. This study aims to examine a large multi-institutional cohort of students who matched into obstetrician and gynecologist (OBGYN) programs, to determine if there are any differences in match rates based on rotation timing.In this IRB-approved retrospective cohort study, we included 204 students who matched in OBGYN from five geographically diverse medical schools between 2019 and 2023. The academic year was divided into trimesters due to varied rotation lengths among schools. We utilized bivariate statistics and regression models to examine the percentage of students matching in each trimester, as well as the percentage of students rotating during the first block of the academic year.After controlling for race and gender identity, there was no significant difference in match rates for OBGYN between those who rotated early in the clerkship year and those who rotated later. Students from schools without choice in timing were more likely to rotate in the first trimester.For this cohort, there is no difference in match rates into OBGYN based on the timing of their core rotation. · Clerkship timing was not linked to match success among OBGYN applicants.. · Students without choice rotated earlier but matched at similar rates.. · Findings may reassure students concerned about when to schedule OBGYN clerkships..

  PublisherDOI

• Cross-sectional study of obstetrics and gynecology-bound students in visiting rotations

  Research Square · 2025-04-04

  preprintOpen access1st authorCorresponding
  PublisherOA PDFDOI

• Assisted Reproduction for a Same-Sex Couple: Interdisciplinary Preclinical Active Learning Module Combining Case-Based Small Group Discussion and Patient Panel

  Journal of Medical Education and Curricular Development · 2024-01-01

  articleOpen accessSenior authorCorresponding

  OBJECTIVE: Physicians often feel they are not equipped to serve the lesbian, gay, bisexual, and queer (LGBTQ) community, but integrating education that incorporates LGBTQ content and perspective into an already-condensed medical school curriculum is challenging. We developed a preclinical active learning module on assisted reproductive technologies (ART) in LGBTQ care, integrating clinical and basic science content with patient perspective. METHODS: We created a module that combined a case-based small group discussion with a patient panel. We developed a case for discussion in collaboration with a female cis-gender same-sex couple who conceived through ART. A patient panel with the same couple followed the discussion. All first-year medical students attended both parts of the module. Prior to participation, students learned reproductive endocrinology and genetics concepts through lectures. After the module, students voluntarily completed an anonymous survey to evaluate self-perceived changes in familiarity and confidence with LGBTQ patients and satisfaction with the module. RESULTS: Of the 126 students who attended, 72 (57%) completed the survey. Of these, 69 (95.8%) felt the module gave them better perspectives on LGBTQ patient experiences, and 66 to 69 (92-96%) agreed the small group discussion achieved its learning objectives on LGBTQ health barriers and the application of ART. Students valued the patient panel (84.7%) and cited a better understanding of reproductive barriers for LGBTQ patients as its most valuable point. CONCLUSION: A preclerkship module combining a case-based small group discussion and patient panel on ART delivered in the context of a real-life LGBTQ patient experience provided an opportunity for the students to integrate basic science and clinical science knowledge to reflect on the healthcare needs of this patient population. Creating the case in collaboration with the same-sex couple and having them present their own experience provided an authentic perspective to students on reproductive healthcare issues and how they impact members of the LGBTQ community.

  PublisherOA PDFDOI

• Safety testing of Ovaprene: An investigational nonhormonal monthly vaginal contraceptive

  Contraception · 2024-03-27 · 2 citations

  articleOpen access
  PublisherOA PDFDOI

• Disparities Among Medical Students Interested in Ophthalmology at Matriculation and Graduation

  Journal of Academic Ophthalmology · 2024-11-07 · 1 citations

  articleOpen access

  Purpose: Ophthalmology is one of the least diverse specialties in the U.S., but disparities in medical student interest in the field are unknown. We aim to identify demographic and socioeconomic factors associated with U.S. medical students’ interest in pursuing ophthalmology at matriculation and graduation. Study Design: Retrospective cross-sectional and cohort study of U.S. medical students who completed the American Association of Medical Colleges (AAMC) Matriculating Student Questionnaire (MSQ) or Graduation Questionnaire (GQ) survey between 2013 and 2022. We compared factors such as age, sex, race, ethnicity, parent income, and debt between students interested in ophthalmology versus other specialties on the MSQ and GQ. For students who completed both questionnaires, we examined factors associated with losing or gaining interest in ophthalmology. Results: 134,723 and 98,628 students completed the MSQ and GQ respectively. At matriculation, female (OR 0.6, P Conclusions: Gender, racial, and socioeconomic disparities in student interest in ophthalmology begin before and persist during medical school, with female, Black, Hispanic, and debt-holding students being less likely to pursue ophthalmology. Efforts to diversify the ophthalmology workforce may benefit from interventions focused on medical students.

  PublisherDOI

• Three-year efficacy, safety, and tolerability outcomes from a phase 3 study of a low-dose copper intrauterine device

  Contraception · 2024-11-22 · 7 citations

  articleOpen access
  PublisherOA PDFDOI

Frequent coauthors

• Mitchell D. Creinin

  University of California, Davis

  45 shared

• Melissa J. Chen

  University of California, Davis

  25 shared

• Machelle Wilson

  University of California, Davis

  19 shared

• Juliana Melo

  University of California, Davis

  16 shared

• Jeffrey T. Jensen

  University of Nebraska at Omaha

  13 shared

• Kristen Wolfe

  Walt Disney (United States)

  11 shared

• Sarita Sonalkar

  University of Pennsylvania

  10 shared

• Diana Taylor

  CHI Memorial Medical Group

  9 shared

Labs

• Family PlanningPI

Awards & honors

• Henry J. Kaiser Family Foundation Hospitals Award for Excell…
• Henry J. Kaiser Family Foundation Hospitals Award for Excell…
• Sacramento Magazine’s 2019 Top Doctors, 2019
• Gold Humanism Honor Society, UC Davis: Faculty Inductee, 201…
• Deans Award for Excellence: Inspirational Faculty Educator,…