Prep for Residency: Can Students and Interns Benefit from the Same Simulation-based Curriculum in Obstetrics? [30M]. (May 2018)

• Record Type: Journal Article
• Authors: Garrison, Etoi; Ware, Jamie; Dewey, Charlene M.
• Is Part Of: Obstetrics and gynecology. Volume 131(2018)Supplement 1
• Publication Date: 2018-05
• Subjects: Obstetrics -- Periodicals; Gynecology -- Periodicals; 618
• DOI: 10.1097/01.AOG.0000533086.32713.25
• Languages: English
• ISSNs: 0029-7844

Abstract

Abstract : INTRODUCTION: Residency programs struggle to provide trainees with opportunities for formative assessments of their knowledge and skill. The purpose of this study is to determine if a simulation based training in obstetrics can be used to teach and assess APGO/CREOG knowledge/procedural skill competencies to medical students and interns with varying experience. METHODS: A pilot curriculum to assess basic obstetric knowledge and skill was developed by medical school/residency faculty. Trainees were asked to manage a term labor patient in three simulated scenarios: (1) membrane rupture, (2) preeclampsia and third trimester bleeding and (3) SVD with basic neonatal evaluation. Checklists and global rating scales were used for performance assessments. Pre- and post surveys assessed trainee knowledge/confidence. Statistical analysis was performed using paired t- tests and chi square analysis. RESULTS: Eight graduating medical students, 6 advanced interns, and 9 day 1 interns from two medical schools participated in a Preparation for Residency workshop April-July 2017. Knowledge/procedural deficiencies were identified for students and day 1 interns. Advanced interns struggled with neonatal resuscitation despite proficiency with vaginal delivery, preeclampsia, and membrane rupture. Confidence improved in all areas tested for junior trainees (p<0.05). Two scenarios were expanded to assess advanced interns in basic ultrasound skills and the management of postpartum hemorrhage. Significant improvements in advanced intern confidence were noted (p<0.05). CONCLUSION: Simulation provides opportunities for formative assessment of learners as they begin residency training. Faculty feedback was used to identify optimal targets for deliberate practice-based improvement for each trainee regardless of skill level and experience.