Effectiveness of Labor Cervical Examination Simulation in Medical Student Education

Nitsche, Joshua F.; Shumard, Kristina; Fino, Nora; Denney, Jeffrey M.; Quinn, Kristen; Bailey, John; Jijon, Rubymel; Huang, Chunxia; Kesty, Kendra; Whitecar, Paul W.; Grandis, Arnold S.; Brost, Brian C.

doi:10.1097/aog.0000000000001027

Cited by 26 publications

(23 citation statements)

References 9 publications

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“…Most previous reports of simulation for medical students in OBGYN have focused training around the third-year medical students OBGYN clerkship. [ 10 , 11 , 14 ] This is in contrast to our curriculum in which we focused on MS2 with the simulation occurring in the fall, approximately 7 to 8 months prior to starting clinical rotations. Our goal was to provide early exposure and experience to clinical concepts and procedures, which could lead to more integration of basic science concepts and better preparedness for the clinical rotation.…”

Section: Discussionmentioning

confidence: 99%

“…Our goal was to provide early exposure and experience to clinical concepts and procedures, which could lead to more integration of basic science concepts and better preparedness for the clinical rotation. Furthermore, unlike most previous reports that focused mainly on obstetrical procedures, [ 10 , 11 , 14 ] we expanded our curriculum to Gynecology in the last 2 years to include stations on family planning, contraception, and IUD insertion. Lerner et al also provided an extensive OBGYN simulation that in addition to obstetrics procedures included IUD insertion, hysteroscopy/cystoscopy, colposcopy/LEEP, and circumcision.…”

Section: Discussionmentioning

confidence: 99%

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Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students

et al. 2020

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Simulation and Objective Structured Clinical Examination assessment of learners can teach clinical skills proficiency in a safe environment without risk to patients. Interprofessional simulation-based education (IPSE) contributes to a transformation in students’ understanding of teamwork and professional roles. Long term outcomes for stimulation and IPSE sessions, are less well studied. We hypothesized that a progressive interprofessional education simulation program incorporating both faculty and interprofessional student collaboration would improve medical students’ knowledge retention, comfort with procedural skills, positive teamwork and respectful interaction between students. An Obstetrics and Gynecology IPSE for medical and nursing students (NS) was developed in collaboration between a school of medicine and a school of nursing from 2014 to 2017. By 2017, content included fetal heart rate case-based workshop; simulated vaginal delivery; cervical examination and assessment; contraception station including intrauterine device insertion practice; obstetric procedures including hands-on B-Lynch Suture practice. From 2014 to 2016, medical students completed attitude, knowledge, and perception surveys both pre and immediately post simulation, at 4 months, and 8 months. In 2017; all students completed self-assessments and received faculty-assessments. The program trained 443 medical and 136 NS. Medical students’ knowledge, comfort, and interest increased significantly post simulation. Outcome scores decreased but were still significantly improved at 4 months but nearly dissipated by 8 months. There were no significant differences between medical and NS self-assessment or faculty-assessment scores regarding IUD insertion, cervical examination, or contraception quiz scores. Medical students’ birth simulation self-assessment versus faculty-assessment scores were 8.6 vs 8.9, P < .001. Simulation improved students’ short-term medical knowledge, comfort, and perception with some long-term persistence at 4–8 months. Medical and NS learned obstetrics and gynecology skills in a collaborative environment and in role-specific situations. Medical students had the opportunity to learn from NS. Positive teamwork and respectful interaction occurred between the students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students

et al. 2020

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“…However, there are limited studies that showed the positive effects of simulation directly (22). There is also a limited cases of evidence about how many skills and competencies could be obtained after simulation training (23). Thus, we have insufficient knowledge about the case after the simulation, especially in terms of competence statute, the number of practice sessions that is needed, and competence could be got and if simulation could decrease future malpractice or not.…”

Section: Discussionmentioning

confidence: 99%

How Can Vaginal Birth Management Skills Gained Much Better?

Bal

Bingöl

Karakoç

et al. 2019

Clinical and Experimental Health Sciences

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In Turkey, midwives are given passive roles by claiming that the midwives are insufficient in the management of birth. The aim of this study was to determine the effects of clinical practice and simulation on normal birth management of midwifery students. Methods: The study was performed as a cross-sectional design at the Marmara University in Istanbul, Turkey, with 64 midwifery students. The data were collected via 2 questionnaires, the first for sociodemographic characteristics, the second for normal labor management skills. Results: The normal birth management skills of the students in the simulation group were significantly higher than those in the clinical group (p<0.05). The simulation group emphasized that a restricted case is the most significant disadvantage (87.5%). The clinical group students underlined that one-to-one contact with pregnant women is the most significant advantage (65.6%). Conclusion: It was seen that it is very advantageous to gain normal birth management skills firstly in simulation and then reinforce these skills in clinical practice in midwifery education. Thus, the disadvantages of both methods may be overcome.

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“…In recent decades, simulation training has been widely used in the field of obstetrics. Previous studies have demonstrated that simulation training could improve medical students’ perceived comprehension of several common obstetric procedures, increase their confidence with vaginal deliveries, and improve their accuracy in cervical examination . Brady et al .…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have demonstrated that simulation training could improve medical students' perceived comprehension of several common obstetric procedures, 7 increase their confidence with vaginal deliveries, 8,9 and improve their accuracy in cervical examination. 10,11 Brady et al 12 also showed that progressive and medium fidelity simulation contributes to the development of integrated and global clinical skills among midwifery students.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of different numbers of simulation training models on medical students’ cervical examination performance

Lin

Song

2017

Intl J Gynecology & Obste

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Effectiveness of Labor Cervical Examination Simulation in Medical Student Education

Abstract: II.

Cited by 26 publications

References 9 publications

Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students

Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students

How Can Vaginal Birth Management Skills Gained Much Better?

Effectiveness of different numbers of simulation training models on medical students’ cervical examination performance

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