Formation des externes à l’examen gynécologique : intérêt de l’enseignement sur modèles anatomiques

Valadares

Rev Bras Ginecol Obstet

et al. 2020

Objective To evaluate factors associated with anxiety and the effect of simulation-based training (SBT) on student anxiety, self-confidence and learning satisfaction in relation to pelvic and breast examination. Methods A longitudinal study was conducted with 4th year medical students at the Universidade José do Rosário Vellano. A 12-item, self-report questionnaire on student anxiety at performing gynecological examinations was applied before and after SBT, with answers being given on a Likert-type scale. After training, the self-confidence levels and satisfaction of the students related to the learning process were also evaluated. Results Eighty students with a mean age of 24.1 ± 4.2 years were included in the study. Of these, 62.5% were women. Pre-SBT evaluation showed that students were more anxious at performing a pelvic examination than a breast examination (2.4 ± 1.0 versus 1.7 ± 0.8, respectively; p < 0.001). The primary reason for anxiety regarding both pelvic and breast examination was fear of hurting the patient. SBT significantly reduced student anxiety (2.0 ± 0.8 versus 1.5 ± 0.5, respectively; p < 0.001). The satisfaction and self-confidence of the students were found to be high (6.8 ± 0.3 and 6.0 ± 0.9, respectively), with no difference between genders. Conclusion The use of SBT in teaching students to perform pelvic and breast examinations resulted in reduced anxiety and increased self-confidence in a group of medical students of both genders, with high levels of satisfaction in relation to the training.

“…Therefore, in the present study, the effect of SBT in reducing anxiety in relation to pelvic and breast examination is in agreement with reports from earlier studies. 7 8 9 11 …”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Simulation-based Training for Pelvic and Breast Physical Examination: Effect on the Anxiety and Self-confidence of Medical Students

Valadares

Rev Bras Ginecol Obstet

et al. 2020

“…Data also show that medical students generally benefit from simulation and that their confidence rises with the number of examinations performed, further supporting the value of simulations (Kiesel et al, 2022). Published findings also document the beneficial use of specialized models for teaching the gynecological examination (Legendre et al, 2015; Bouet et al, 2016). Dilaveri, for instance, found in a meta‐analysis that existing studies, though few in number, do show significant benefit for trainees when they receive training using a pelvic model (Dilaveri et al, 2013).…”

Section: Introductionmentioning

confidence: 91%

Pelvic + Anatomy: A new interactive pelvic anatomy model. Prospective randomized control trial with first‐year midwife residents

Pereda-Núñez

Manresa

Webb

et al. 2023

Anatomical Sciences Ed

Detailed knowledge of female pelvic floor anatomy is essential for midwifery and other professionals in obstetrics. Physical models have shown great potential for teaching anatomy and enhancing surgical skills. In this article, we introduce an innovative physical anatomy model called “Pelvic+” to teach anatomical relationships in the female pelvis. The Pelvic+ model's value was compared to a traditional lecture in 61 first‐year midwifery students randomly allocated to either the Pelvic+ (n = 30) or a control group (n = 32). The primary outcome measure was a quiz comprised of 15 multiple choice questions on pelvic anatomy. Participants were assessed at baseline (Pre‐Test), upon completion of the intervention (Post‐Test1) and 4 months afterward (Post‐Test2). Satisfaction with the approach was assessed at Post‐Test1. Increase in knowledge was greater and the approach more accepted among resident midwives when Pelvic+ was used instead of standard lectures. Four months after the intervention, the improvement in knowledge was preserved in the Pelvic+ group. This randomized study demonstrates that the Pelvic+ simulator is more effective than classical learning for pelvic anatomy education, and offers a higher level of satisfaction among students during the educational process. Medical students training in obstetrics and gynecology, or any professional who specializes in the female pelvic floor might also benefit from incorporation of the Pelvic+ model into their training program.

Intl J Gynecology & Obste

A prospective study of the acquisition of vaginal examination skills using simulation

Hill,

Moreau,

Martin

et al. 2024

ObjectiveTo determine the number of sessions required using procedural simulation to acquire the skill of vaginal examination, which is an essential part of obstetrics, but a difficult learned skill.MethodsUsing a high‐fidelity simulator, we conducted a prospective, single‐center, single‐blind study, at the Angers School of Midwifery. A class of students completed a theory course, and took part in three simulation sessions. During the simulation sessions, each student was asked to describe five different cervixes, under five criteria: position, length, consistency, dilation, and head station. Each participant received individual feedback as part of a debrief session, after completing their description. A pass rate of 80% was set for the entire class.ResultsTwenty‐six students participated. The class achieved a mean score of 70.77 ± 10.23% in the first session, 81.85 ± 9.91% in the second session, and 81.23 ± 8.63% in the third session. There was a significant improvement only between the first and second sessions (P < 0.001). Of the 26 participants, 6 (23%) scored over 80% in the first session, 17 participants (65%) scored above 80% in the first two sessions, and 21 participants (80%) scored above 80% over the three sessions.ConclusionLearning vaginal examination by procedural simulation with the aid of a high‐fidelity simulator, and receiving individual feedback and debrief, resulted in an 80% pass rate in two practical sessions, working to describe 10 cervixes.