Danielle Cotter1, Michael J Turner2, Fionnuala M McAuliffe3, Mary F Higgins4. 1. UCD Obstetrics and Gynaecology, School of Medicine and Medical Sciences, University College Dublin, National Maternity Hospital, Dublin 2, Ireland; UCD Center for Human Reproduction, Coombe Women and Children's University Hospital, Dublin 8, Ireland. 2. UCD Center for Human Reproduction, Coombe Women and Children's University Hospital, Dublin 8, Ireland. 3. UCD Obstetrics and Gynaecology, School of Medicine and Medical Sciences, University College Dublin, National Maternity Hospital, Dublin 2, Ireland. 4. UCD Obstetrics and Gynaecology, School of Medicine and Medical Sciences, University College Dublin, National Maternity Hospital, Dublin 2, Ireland. Electronic address: mary.higgins@ucd.ie.
Abstract
OBJECTIVE: To study the educational value to medical students of a labour ward rotation. DESIGN: Qualitative research study was performed in two tertiary level obstetric hospitals attached to a large medical school in Dublin. Medical students attending a six-week rotation in Obstetrics and Gynaecology in University College Dublin were invited to participate. As part of this rotation, students spend one week as part of the clinical team working on the labour ward. Focus groups were held in order to identify common themes and experiences of medical students during this labour ward week. Grounded theory with thematic analysis was used. The main outcome measures were the educational experience and value of a labour ward rotation to medical students. RESULTS: Five distinct themes developed from the focus groups of 19 students. A high value was placed on patient centred bedside teaching. Midwives were identified as excellent teachers and facilitators of learning. There was a clear sense of teamwork and belonging by the students. However, students reported frustration with unclear learning objectives. Students identified extra pre-learning with pre-specified learning aims before the labour ward week as being important. CONCLUSION: Bedside teaching was highly valued as it advanced student's knowledge of obstetrics theory and improved communication skills. In general, medical students reported a positive experience from working in the labour word but there is scope for improvement.
OBJECTIVE: To study the educational value to medical students of a labour ward rotation. DESIGN: Qualitative research study was performed in two tertiary level obstetric hospitals attached to a large medical school in Dublin. Medical students attending a six-week rotation in Obstetrics and Gynaecology in University College Dublin were invited to participate. As part of this rotation, students spend one week as part of the clinical team working on the labour ward. Focus groups were held in order to identify common themes and experiences of medical students during this labour ward week. Grounded theory with thematic analysis was used. The main outcome measures were the educational experience and value of a labour ward rotation to medical students. RESULTS: Five distinct themes developed from the focus groups of 19 students. A high value was placed on patient centred bedside teaching. Midwives were identified as excellent teachers and facilitators of learning. There was a clear sense of teamwork and belonging by the students. However, students reported frustration with unclear learning objectives. Students identified extra pre-learning with pre-specified learning aims before the labour ward week as being important. CONCLUSION: Bedside teaching was highly valued as it advanced student's knowledge of obstetrics theory and improved communication skills. In general, medical students reported a positive experience from working in the labour word but there is scope for improvement.