To determine the clinical significance of uterine scar tenderness and sonographic scar thinning in predicting strength of scar in patients with lower segment cesarean section (LSCS). Method: A prospective study was conducted over a period of one year in the department of Obstetrics and gynecology. Women undergoing LSCS with history of previous one LSCS were assessed for scar tenderness and; their third trimester's sonographic LUS scar thickness detail was noted. They were divided in two groups (A&B) on the basis of whether scar tenderness and/or sonographic scar thinning (< 3.5 mm) were present or not. Findings were correlated with intra-operative scar conditions. Result: Study showed that out of 50 patients of group A, 23 patients had scar complications while 27 patients had no such complications. Out of 47 patients of group B, only 5 had scar complications, while in remaining 42 patients no scar complication was found intra-operatively. Conclusion: Timely done caesarean section in pregnant woman with scar tenderness and/or thin third trimester sonographic scar can definitely bring down the neonatal and maternal morbidity and mortality.
Background / Aim: Competence can be acquired in medical education if the assessment of students is multidimensional. Traditional practical assessments focus on testing the cognitive domain and compromise practical skills evaluation. The Objective Structured Practical Examination (OSPE) assesses skill-based competencies. The present study evaluates the feasibility and acceptability of OSPE through the perception of students and mentors. Methods: In this cross-sectional study, 100 medical students and 15 medical faculties enrolled from Pandit Deendayal Upadhyaya medical college, Churu (Rajasthan, India). The study included OSPE stations, conducted three OSPE sessions and obtained post-session feedback through a questionnaire, answered on 5 points Likert scale. The researchers calculated the response on various aspects of OSPE with percentages. Results: Students showed 94.4 % agreement for OSPE as a good learning experience and 93.5 % were satisfied with the content of OSPE. Students' perception of OSPE as a reliable and fair tool for examination and administration was 94.66 % and 56.40 %, respectively. Although, 69.5 % of students agreed upon OSPE as a valuable tool compared with the traditional reviews. The overall agreement of faculty for the competence of OSPE was 75.74 %. Conclusion: The acceptance of OSPE by medical students and faculty may lead to the introduction of this tool in assessing practical skills in medical teaching and helping students better acquire knowledge and skills and assisting faculty in teaching modifications, as per the needs of students. So, OSPE supplements the traditional methods in clinical physiology practical assessments.
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