A Simulation Program for Teaching Obstetrics and Gynecology Residents the Pediatric Gynecology Examination and Procedures

Loveless, Meredith; Finkenzeller, Dayna; Sherrine, Ibrahim; Satin, Andrew J.

doi:10.1016/j.jpag.2010.12.003

Cited by 33 publications

(9 citation statements)

References 11 publications

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“…19 A recent systematic review and metaanalysis noted that compared with no intervention (eg, a control group or preintervention assessment), simulationbased training was effective in improving the knowledge, skills, and behaviors of health care professionals. 1 In pediatrics, simulation has been effectively used to teach neonatal [20][21][22] and pediatric resuscitation, 3,6,7 crisis resource management, 8,9,20,[23][24] anesthesia, [25][26][27] procedural skills 5,[28][29][30] (eg, gynecology examination, airway management), and surgical skills [31][32][33] (eg, endoscopy and minimally invasive surgery). Although the scope of simulation-based education in pediatrics is growing, few comparative studies have helped to clearly define the optimal instructional design features of effective pediatric SBEI.…”

Section: Categories Of Sbr Research On the Efficacy Of Simulation As mentioning

confidence: 99%

“…1 This technology, when applied for training health care providers, is created or adapted to help address practical clinical problems. 1 The field of pediatric simulation has grown rapidly in the past decade, both as an educational intervention [2][3][4][5][6][7][8][9] and as an investigative methodology. [10][11][12][13][14] Recent articles have described important attributes of simulation research, 15 simulation-based educational interventions (SBEI), 16 and the types of research studies that should be conducted to advance the science of simulation.…”

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confidence: 99%

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Designing and Conducting Simulation-Based Research

et al. 2014

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As simulation is increasingly used to study questions pertaining to pediatrics, it is important that investigators use rigorous methods to conduct their research. In this article, we discuss several important aspects of conducting simulation-based research in pediatrics. First, we describe, from a pediatric perspective, the 2 main types of simulationbased research: (1) studies that assess the efficacy of simulation as a training methodology and (2) studies where simulation is used as an investigative methodology. We provide a framework to help structure research questions for each type of research and describe illustrative examples of published research in pediatrics using these 2 frameworks. Second, we highlight the benefits of simulation-based research and how these apply to pediatrics. Third, we describe simulation-specific confounding variables that serve as threats to the internal validity of simulation studies and offer strategies to mitigate these confounders. Finally, we discuss the various types of outcome measures available for simulation research and offer a list of validated pediatric assessment tools that can be used in future simulation-based studies.

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Section: Categories Of Sbr Research On the Efficacy Of Simulation As mentioning

confidence: 99%

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confidence: 99%

Designing and Conducting Simulation-Based Research

et al. 2014

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“…New teaching methods are continuously being explored to decrease student anxiety levels and to provide a safe environment for students to improve performance prior to practicing these examinations on patients in clinical settings. The use of audio visual material, mannequins, [7] tutorials and teaching associates [8–11] are common teaching modalities employed to improve confidence and competence. Internationally there has been a shift towards the use of paid, trained gynaecological teaching associates (GTAs) especially for learning to examine the female pelvis [12].…”

Section: Introductionmentioning

confidence: 99%

Genital examination training: assessing the effectiveness of an integrated female and male teaching programme

et al. 2016

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BackgroundLearning to undertake intimate female and male examinations is an important part of medical student training but opportunities to participate in practical, supervised learning in a safe environment can be limited. A collaborative, integrated training programme to provide such learning was developed by two university teaching departments and a specialist sexual health service, utilising teaching associates trained for intimate examinations in a simulated clinical educational setting. The objective of this research was to determine changes in senior medical students’ self- reported experience and confidence in performing male and female genital examinations, before and after participating in a new clinical teaching programme.MethodsA quasi-experimental mixed methods design, using pre and post programme questionnaires and focus groups, was used to assess the effectiveness of the programme.ResultsThe students reported greatly improved skill, confidence and comfort levels for both male and female genital examination following the teaching programme. Skill, confidence and comfort regarding male examinations were rated particularly low on the pre-teaching programme self- assessment, but post-programme was rated at similar levels to the female examination.ConclusionsThis integrated female–male teaching programme (utilising trained teaching associates as simulated patients in a supervised clinical teaching environment) was successful in increasing senior medical students’ skills and levels of confidence in performing genital examinations. There were differences between female and male medical students in their learning. Suggestions for improvement included providing more detailed instruction to some clinical supervisors about their facilitation role in the session.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0822-y) contains supplementary material, which is available to authorized users.

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“…14 Other educators have used simulation and web based resources to reinforce specific skills. 15,16 These different resources can assist the PAG educator to "teach a general principle. "…”

Section: Introductionmentioning

confidence: 99%