Impact of Labor and Delivery Simulation Classes in Undergraduate Medical Learning

Abstract

Introducation: The aim of this study was to evaluate the impact on knowledge and learner satisfaction of adding a labour and delivery simulator-based training module versus a self-study session to the pre-existing theoretical class, in the 5 th year undergraduate medical curriculum. Methods: One hundred and fifty seven students attending the 5-week Obstetrics and Gynecology rotation were enrolled, and 107 completed the study. After a 90-minute "labour and delivery" theoretical interactive class, students were randomized to two groups: the first (n=56) participated in a 30-minute supervised self-study session, while the second (n=51) attended a 20-30 minute delivery simulator session. Tests consisting of 10 multiple-choice questions were taken before the theoretical class (pre-test), after the self-study or simulation session (1 st post-test) and 12-15 days later (2 nd post-test). A subgroup of 53 students participating in this study (27 from the simulation and 26 from the self-study arm) answered six additional questions on satisfaction with the learning experience, at the time of the 1 st post-test. Wilcoxon paired rank sum test, Wilcoxon T test, and z-statistic with continuity correction were employed for statistical analysis, setting significance at p<0.05. Results: Pre-test scores were similar in both groups (p=0.9567), but in the first post-test they were significantly higher in the simulation group (p=0.0017). In the 2 nd post-test, scores were again similar in both groups (p=0.2204). Satisfaction was significantly higher in the simulation group (p<0.0001). Conclusions: Adding a simulator-based training session for medical students in management of labour and delivery to the theoretical class led to a higher short-term increase in knowledge and student satisfaction than attending a self-study session. Significant differences in knowledge were no longer demonstrable at 12-15 days.

Training neonatal skills with simulators?

“…Simulation‐based learning technologies have been successfully integrated into the undergraduate curriculum of some medical schools and are considered valuable tools (7,8). However this study did not show that one way to improve their capacities is the trainee with this neonatal simulator, complemented with other ways of teaching and learning.…”

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

“…Several studies have suggested that simulation training might increase students’ confidence in performing a cervical examination or a vaginal delivery . Thus, it was expected that participants in the LNG would demonstrate a greater improvement in confidence relative to those in the SNG.…”

“…Several studies have suggested that simulation training might increase students' confidence in performing a cervical examination or a vaginal delivery. 8,9,14,15 Thus, it was expected that participants in the LNG would demonstrate a greater improvement in confidence relative to those in the SNG. However, no difference was observed between the two groups in the assessment of confidence improvement, providing further evidence that there is no need to use a large number of simulation models to improve medical students' confidence during simulation training for cervical dilation.…”

Can the DREEM scale be adapted to the medical simulation environment?

“…They conducted research in connection with the course of Obstetrics and Gynaecology. The results of these studies presented by them indicate that classes based on medical simulation increase students' satisfaction with the teaching process (10).…”

“…Researchers attempt to define the role of simulation in medical education (8,9). Reynolds et al (2008) present research aimed at assessing the impact of medical simulation-based teaching on students' knowledge and satisfaction with the teaching process. They conducted research in connection with the course of Obstetrics and Gynaecology.…”