OBJECTIVE: To determine if an obstetric birthing simulator can improve medical student understanding of and comfort with basic obstetric procedures. STUDY DESIGN: Medical students were surveyed at the end of their obstetrics rotation regarding their knowledge and comfort with basic obstetric procedures. A group of students was trained on basic procedures utilizing an obstetric simulator. Survey results were compiled and analyzed with the Mann-Whitney U test. RESULTS: In all, 60 untrained students and 18 simulator trained students completed surveys. Trained students were significantly more comfortable with fundal height measurements (P = 0.003), Leopold maneuvers (P < 0.001), fetal scalp electrode placement (P < 0.001), intrauterine pressure catheter placement (P < 0.001), and artificial rupture of membranes (P = 0.001) and reported better understanding of the indications for placement of a fetal scalp electrode (P = 0.01) and intrauterine pressure catheter (P = 0.03). CONCLUSIONS: Additional training with an obstetric simulator improved medical student self-reported comfort with and understanding of basic procedures compared with standard resident and staff-directed instruction.
OBJECTIVE: To determine if an obstetric birthing simulator can improve medical student understanding of and comfort with basic obstetric procedures. STUDY DESIGN: Medical students were surveyed at the end of their obstetrics rotation regarding their knowledge and comfort with basic obstetric procedures. A group of students was trained on basic procedures utilizing an obstetric simulator. Survey results were compiled and analyzed with the Mann-Whitney U test. RESULTS: In all, 60 untrained students and 18 simulator trained students completed surveys. Trained students were significantly more comfortable with fundal height measurements (P = 0.003), Leopold maneuvers (P < 0.001), fetal scalp electrode placement (P < 0.001), intrauterine pressure catheter placement (P < 0.001), and artificial rupture of membranes (P = 0.001) and reported better understanding of the indications for placement of a fetal scalp electrode (P = 0.01) and intrauterine pressure catheter (P = 0.03). CONCLUSIONS: Additional training with an obstetric simulator improved medical student self-reported comfort with and understanding of basic procedures compared with standard resident and staff-directed instruction.
Authors: Ryan J Heitmann; Micah J Hill; John M Csokmay; Justin Pilgrim; Alan H DeCherney; Shad Deering Journal: Fertil Steril Date: 2017-03-11 Impact factor: 7.329
Authors: Mary A Vadnais; Laura E Dodge; Christopher S Awtrey; Hope A Ricciotti; Toni H Golen; Michele R Hacker Journal: J Matern Fetal Neonatal Med Date: 2012-04-25
Authors: Trevor J Barnum; David H Salzman; David D Odell; Elizabeth Even; Anna Reczynski; Julia Corcoran; Amy L Halverson Journal: MedEdPORTAL Date: 2017-11-14