Workshop on Blood Loss Quantification in Obstetrics: Improving Medical Student Learning through Clinical Simulation

Abstract

Purpose: To assess whether a clinical simulation-based obstetric blood loss quantification workshop for medical undergraduate trainees improves theoretical–practical knowledge, along with self-assurance and self-confidence. Methods: This was a quasi-experimental pre-post learning study conducted at the Gynaecology and Obstetrics Unit of the Hospital Gregorio Marañón, Madrid, Spain. Participants were volunteer students in their fourth year of a 6-year degree course in Medicine. The study period was divided into the stages: pre-workshop, intra-workshop, 2 weeks post-workshop and 6 months post-workshop. In the pre-workshop stage, students completed a brief online course in preparation for the workshop. The effectiveness of the workshop was assessed through multiple choice tests and self-administered questionnaires. Data were compared between time-points using statistical tests for paired samples. Results: Of the 142 students invited (age 21.94 ± 3.12 years), 138 accepted the offer of the workshop (97.2%), and 85.4% had no experience in managing blood loss. Between the stages pre- and 2 weeks post-workshop, significant improvements were observed in theoretical–practical knowledge (μ = 1.109), self-assurance and self-confidence. At the 6 months post-workshop stage, theoretical–practical knowledge diminished compared with 2 weeks post-workshop, returning to pre-workshop levels, while self-assurance and confidence failed to vary significantly in the longer term. Conclusions: The obstetric workshop improved theoretical–practical knowledge and the self-assurance and confidence of the medical students. Results 2 weeks post-workshop were maintained up until 6 months after the training intervention. The clinical simulation-based workshop was perceived by the students as useful and necessary.

Workshop for Basic Gynaecological Examinations: Improving Medical Student Learning through Clinical Simulation

“…The post-workshop satisfaction and goal achievement scores were significantly higher than the pre-workshop satisfaction and goal achievement scores, as all scores approached or exceeded 8 points. Other studies have analysed student satisfaction, determining that simulation-based learning methods favour student knowledge and satisfaction [ 7 , 11 , 28 , 29 ]. Although satisfaction is not a guarantee of learning, the positive reaction of students, measured with satisfaction surveys, is the first criterion for evaluating education and training programmes [ 10 ].…”

“…Since 2017, the Gynaecology and Obstetrics department of Hospital Universitario Gregorio Marañón (HUGM), Madrid, Spain has been holding a series of clinical simulation workshops for undergraduates of Medicine at the Complutense University of Madrid (CUM), aimed at improving their understanding of maternal–neonatal health [ 11 ]. Examples of the training workshops include the Outpatient Vaginal Delivery Workshop and the Blood Loss Quantification Workshop.…”

“…Examples of the training workshops include the Outpatient Vaginal Delivery Workshop and the Blood Loss Quantification Workshop. In a study by Ruiz-Labarta et al, these workshops have been shown to improve, in an objective and verifiable way, the theoretical–practical knowledge, safety and confidence of assistants in various gynaecological–obstetric procedures [ 11 ].…”

“…et al [ 13 ] from Chicago (USA) and Janjua A. et al [ 4 ] from London (UK). Nevertheless, as far as we know, there are no references that evaluate this tool of medical training in Spain, also evaluating its impact in two consecutive academic years and following a line of semi-face-to-face work, as has been performed in the previous works of our own group [ 11 , 12 ].…”

Usefulness of a low‐cost simulation model for teaching internal manual aortic compression. A survey‐based mannequin evaluation

“…20 The transport of instructors' teams also represents additional The lack of continuity in adherence to the competencies acquired after educational interventions has been described previously, where the new behavior taught falls away and physicians return to previous practices . 23 Longitudinal follow-up studies of the trained groups are needed, accompanied by a medium-and longterm behavioral intervention, 24,25 which is likely to have a greater and lasting impact.…”