Evaluation of the benefits of clinical simulation in the management of childbirth in the training of medical students
Keywords:
simulation exercise, Medical students, Obstetrics, Diagnostic Techniques of Obstetrical and Gynecological.Abstract
Simulation as a tool for medical education, has been considered as an important support for the improvement in the knowledge of undergraduate students, so, this study aims to evaluate the impact of clinical simulation on the training of medical students, comparing their knowledge and skills in the management of childbirth before and after simulation. A before-and-after observational study was carried out at Universidad Latina de Costa Rica, where 28 fourth- year Gynecology and Obstetrics students participated. The information was collected using questionnaires that include Likert scales, as well as direct questions. In the case of the before- and-after comparison, Wilcoxon's rank sum difference were used to identify differences in theoretical knowledge, as well as the level of self perceived improvement in skills. In the results, statistically significant differences were identified, which showed improvement in theoretical knowledge, as well as inconfidence in their abilities to handle various scenarios related to normal delivery and complicated delivery. Additionally, the students considered that the simulation improved their knowledge and skills in obstetrics.
Downloads
References
Altamirano-Droguett, J. E. (2019). La simulación clínica: Un aporte para la enseñanza y aprendizaje en el área de obstetricia. Revista Electrónica Educare, 23(2), 1–21. https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11169
Bandura, A. (1971). Social learning theory. General Learning Press.
Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., Erwin, P. J., & Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: A systematic review and meta-analysis. JAMA, 306(9), 978–988. https://jamanetwork.com/journals/jama/fullarticle/1104970
Díaz-Reiher, E., Mora-Mourguiart, M. D. M., Fuentes-Lombardo, V., Sepúlveda-Camhi, V., Latorre-Riquelme, R., & Armijo-Rivera, S. (2023). Percepción de la simulación en obstetricia y ginecología en el pregrado y posgrado de una universidad privada chilena. Revista Chilena de Obstetricia y Ginecología, 88(2), 10653. https://revog.cl/index.php/revog/article/view/10653
Dillon, S. (2021). Simulation in obstetrics and gynecology. Obstetrics and Gynecology Clinics of North America, 48(4), 689–703. https://www.obgyn.theclinics.com/article/S0889-8545(21)00072-8/fulltext
Gardner, R., & Raemer, D. B. (2008). Simulation in obstetrics and gynecology. Obstetrics and Gynecology Clinics of North America, 35(1), 97–127. https://www.obgyn.theclinics.com/article/S0889-8545(07)00090-4/fulltext
Holmström, S. W., Downes, K., Mayer, J. C., & Learman, L. A. (2011). Simulation training in an obstetric clerkship: A randomized controlled trial. Obstetrics & Gynecology, 118(3), 649–654. https://journals.lww.com/greenjournal/Fulltext/2011/09000/Simulation_Training_in_an_Obstetric_Clerkship__A.12.aspx
Klosiewicz, T., Zalewski, R., Faferek, J., & Zawiejska, A. (2020). Application of medical simulation in the education of medical students in the area of gynecology and obstetrics. Ginekologia Polska, 91(5), 281–286. https://journals.viamedica.pl/ginekologia_polska/article/view/GP.2020.0046
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Mangla, M., Kumar, N., Jarathi, A., Patnaik, N., Nimmala, L. B., Roy, S., & Singla, D. (2024). Effectiveness of simulation-based training of undergraduate medical students regarding the management of eclampsia: A randomized controlled educational trial. Cureus, 16(4), e58898. https://www.cureus.com/articles/309981-effectiveness-of-simulation-based-training-of-undergraduate-medical-students-regarding-the-management-of-eclampsia-a-randomized-controlled-educational-trial
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44(1), 50–63. https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2009.03547.x
Okuda, Y., Bryson, E. O., DeMaria, S., Jacobson, L., Quinones, J., Shen, B., & Levine, A. I. (2009). The utility of simulation in medical education: What is the evidence? Mount Sinai Journal of Medicine, 76(4), 330–343. https://onlinelibrary.wiley.com/doi/10.1002/msj.20127
Pajohideh, Z. S., Mohammadi, S., Keshmiri, F., Jahangirimehr, A., & Honarmandpour, A. (2023). The effects of normal vaginal birth simulation training on the clinical skills of midwifery students: A quasi-experiment study. BMC Medical Education, 23(1), 353. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04319-9
Piaget, J. (1954). The construction of reality in the child (M. Cook, Trad.). Basic Books.
Riaz, S., Jaradat, A. A. K., Gutierrez, R., & Garadah, T. S. (2020). Outcome of undergraduate medical education using medical simulation according to students’ feedback. Sultan Qaboos University Medical Journal, 20(3), 310–316. https://journals.squ.edu.om/index.php/squmj/article/view/4138
Rognoni Amrein, G., Benet Bertran, P., Castro Salomó, A., Gomar Sancho, C., Villalonga Vadell, R., & Zorrilla Riveiro, J. (2024). La simulación clínica en la educación médica: Ventajas e inconvenientes del aprendizaje al lado del paciente y en entorno simulado. Medicina Clínica Práctica, 7(4), 100459. https://www.sciencedirect.com/science/article/pii/S2603647924000809
Valencia Castro, J. L., Tapia Vallejo, S., & Olivares Olivares, S. L. (2019). La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina. Investigación en Educación Médica, 8(29), 13–22. https://www.elsevier.es/es-revista-investigacion-educacion-medica-343-articulo-la-simulacion-clinica-como-estrategia-S2007505716300927
Vygotsky, L. S. (1980). Mind in society: Development of higher psychological processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
