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Reynolds A, Ayres-de-Campos D, Bastos L, et al. Impact of labor and delivery simulation classes in undergraduate medical learning. Med Educ Online. 2008;13:14doi: 10.3885/meo.2008.Res00285.
Reynolds, A., Ayres-de-Campos, D., Bastos, L., van Meurs, W., & Bernardes, J. (2008). Impact of labor and delivery simulation classes in undergraduate medical learning. Medical education online, 1314. https://doi.org/10.3885/meo.2008.Res00285
Reynolds, A, et al. "Impact of labor and delivery simulation classes in undergraduate medical learning." Medical education online vol. 13 (2008): 14. doi: https://doi.org/10.3885/meo.2008.Res00285
Reynolds A, Ayres-de-Campos D, Bastos L, van Meurs W, Bernardes J. Impact of labor and delivery simulation classes in undergraduate medical learning. Med Educ Online. 2008 Nov 15;13:14. doi: 10.3885/meo.2008.Res00285. PMID: 20165542; PMCID: PMC2779607.
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Med Educ Online. 2008 Nov 15;13:14. doi: 10.3885/meo.2008.Res00285.

Impact of labor and delivery simulation classes in undergraduate medical learning.

Medical education online

A Reynolds, D Ayres-de-Campos, Lf Bastos, Wl van Meurs, J Bernardes

Affiliations

  1. Departamento de Ginecologia e Obstetrícia, Centro de Simulação Biomédica, Faculdade de Medicina, Universidade do Porto, Portugal.

PMID: 20165542 PMCID: PMC2779607 DOI: 10.3885/meo.2008.Res00285

Abstract

UNLABELLED: 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.

Keywords: Undergraduate medical education; labour and delivery; obstetrics; simulation

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