Impact of Labor and Delivery Simulation Classes in Undergraduate Medical Learning
Bibliographic Data
| ID | 15328182 |
|---|---|
| Authors | Ana Reynolds (0000-0002-6768-5716, Universidade do Porto, corresponding author) |
| Year | 2008 |
| Volume | 13 |
| Publication date | 2008-11-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.3885/meo.2008.res00285 |
| OpenAlex | W4248776646 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
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
Medical education · Computer Science · Medicine · Psychology · Simulation-Based Education in Healthcare
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 2008 - 2008 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |