Simulation training in the obstetrics and gynecology clerkship

Jude, David C.; Gilbert, Gary G.; Magrane, Diane

doi:10.1016/j.ajog.2006.05.003

Cited by 76 publications

(55 citation statements)

References 11 publications

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“…Several studies-most of them being observational studies-found a generally better performance of candidates trained in the simulator compared with other forms of learning (DeVita et al 2004; Gaba and DeAnda 1988;Jude et al 2006;Matsumoto et al 2002;Steadman et al 2006;Weller et al 2003). General findings appear to be: quicker responses of candidates (Chopra et al 1994), less deviation from guidelines (Chopra et al 1994), more realistic settings and action and clinically more sophisticated performance (Byrick et al 1998;DeVita et al 2004; Gaba and DeAnda 1988;Goldmann and Ferson 2005;Jude et al 2006;Lighthall 2006;Marshall et al 2001;Steadman et al 2006;Yee et al 2005).…”

Section: Introductionmentioning

confidence: 85%

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Wenk

Waurick

Schotes

et al. 2008

Adv in Health Sci Educ

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Simulation-based teaching (SBT) is increasingly used in medical education. As an alternative to other teaching methods there is a lack of evidence concerning its efficacy. The aim of this study was to evaluate the potency of SBT in anesthesia in comparison to problem-based discussion (PBD) with students in a randomized controlled setting. Thirty-three fourth-year medical students attending a curricular anesthesiology course were randomly allocated to either a session of SBT or a session of PBD on an emergency induction method. Ten days later all students underwent examination in a simulator. The performance of each student was evaluated by weighted tasks, established according to a modified Delphi process. Confidence and a multiple-choice questionnaire were additionally performed pre- and post-intervention. A total of 32 students completed the study. Participants in the SBT group presented with significantly higher self-assessment scores after the intervention than students in the PBD group. However, students in the SBT group achieved only slightly and statistically insignificantly higher scores in the theoretical and simulator examination (p > 0.05) with only a moderate effect size of d = 0.52. The current study demonstrates that both PBD and SBT lead to comparable short-term outcomes in theoretical knowledge and clinical skills. However, undesirably, SBT students overrated their anticipated clinical abilities and knowledge improvement.

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Section: Introductionmentioning

confidence: 85%

Simulation-based medical education is no better than problem-based discussions and induces misjudgment in self-assessment

Wenk

Waurick

Schotes

et al. 2008

Adv in Health Sci Educ

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“…Jude et al [12] described the positive impact of highfi delity simulation on measures of confi dence in a group of 33 students with high-fi delity training vs. no training. In our study, students ' self-assessment and performance improved considerably by means of model-based training regardless of its fi delity.…”

Section: Discussionmentioning

confidence: 99%

“…To our knowledge, the only published study so far that compared high-fi delity obstetric simulation against no training at all found an increased student self-rated confi dence toward obstetric procedures after high-fi delity simulator training compared to students who received no training at all [12] . However, the specifi c impact of a high-tech, high-cost environment on medical students ' learning experience and acquisition of obstetric skills has not yet been investigated.…”

Section: Introductionmentioning

confidence: 99%

High-fidelity simulation increases obstetric self-assurance and skills in undergraduate medical students

Scholz¹,

Mann²,

Kopp

et al. 2012

Journal of Perinatal Medicine

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Objective: Teaching intrapartum care is one of the most challenging tasks in undergraduate medical education. Highfi delity obstetric simulators might support students ' learning experience. The specifi c educational impact of these simulators compared with traditional methods of model-based obstetric teaching has not yet been determined. Study design: We randomly assigned 46 undergraduate medical students to be taught using either a high-fi delity simulator or a scale wood-and-leather phantom. Their self-assessments were evaluated using a validated questionnaire. We assessed obstetric skills and asked students to solve obstetric paper cases. Main outcome measures: Assessment of fi delity-specifi c teaching impact on procedural knowledge, motivation, and interest in obstetrics as well as obstetric skills using high-and low-fi delity training models. Results: High-fi delity simulation specifi cally improved students ' feeling that they understood both the physiology of parturition and the obstetric procedures. Students in the simulation group also felt better prepared for obstetric house jobs and performed better in obstetric skills evaluations. However, the two groups made equivalent obstetric decisions. Conclusion:This study provides fi rst data on the impact of high-fi delity simulation in an undergraduate setting.

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“…Their main goal is to learn the anatomy of the pelvis and the fetal head. Some are dynamic and, using them, Jude et al (6) show that students with simulator training were significantly more likely confident compared to those who only received theoretical training. However, they are not enough complete to offer training and evaluation with obstetric forceps.…”

Section: Introductionmentioning

confidence: 98%