Background: Umbilical cord prolapse is an obstetric emergency that warrants urgent intervention. Although the incidence is low, it carries a high rate of fetal morbidity and mortality. Quality appraisal of well- developed practice guidelines provides clinicians with a framework for good clinical practice. Objective: To assess the quality of clinical practice guidelines on umbilical cord prolapse using AGREE II instrument-2010. Search strategy: A systematic review employing the principles of PRISMA 2020 was done to identify suitable practice guidelines available in digital databases from inception till 2021. Selection criteria: Practice guidelines on management of umbilical cord prolapse in English which have rigorous methodology of development and is between 2010-2021 were selected for the appraisal. Data collection and analysis: Selected guidelines were appraised utilizing the AGREE-II - 2010 instrument Results: Three practice guidelines were fulfilled the selection criteria. Two of the three guidelines were assigned sufficient scores based on the domains for quality appraisal, though they require further modifications. Conclusions: Practice guidelines on management of umbilical cord prolapse developed by the RCOG and RCPI achieved sufficient scores to be recommended for use in clinical practice. Professionals should provide patient care based on practice points tailored to patients’ characteristics and resource availability. Keywords: umbilical cord prolapse, guidelines, clinical practice guidelines, quality appraisal Tweetable abstract: AGREE II was used to assess the quality of CPGs on umbilical CP, of which RCOG and RCPI guidelines were recommended.

Background: Peer learning has shown to be beneficial among other teaching and learning modalities to encourage learners to achieve these expected attributes. “Consultoid” is a peer-assisted and student-directed proctoring program to improve clinical competencies. Objectives: This paper focuses on the participants’ self-perceived impact of “Consultoid” and additional factors required to create a sustainable framework. Methods: A mixed-method analysis was utilized. Thematic analysis was used as a qualitative method that features open comments based on four factors to determine the outcome of its execution: Timing of activities allowing adaptability, peer teachers’ ability to engage with the learners, promoting participants’ intrinsic and extrinsic motivation, and relevance of program content. The quantitative method involved the five-point Likert scale in which participants assessed their self-perceived clinical competencies pre- and post-self-assessment, with 1 being unconfident and 5 being most confident. Paired t-test was used to make the comparison between the two tests. Results: The thematic responses generated were condensed into global themes to reach a conclusion. The results, such as relevance to clinical practice and encouraging team-based reciprocal learning while allowing high flexibility and accountability, fit into the proposed framework of the Consultoid program. Students reported a higher confidence level in their overall clinical competency from the pre-and post-test evaluation (peer learners, P = 0.02 and peer teachers, P = 0.12). Conclusions: The Consultoid program encourages participation, motivation, and team building and has shown to be highly adaptive.