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Optimizing the amount of simulation training used to teach vaginal delivery skills to medical students
Author(s) -
Nitsche Joshua F.,
Butler Timberly R.,
Shew Alison W.,
Jin Sha,
Brost Brian C.
Publication year - 2018
Publication title -
international journal of gynecology and obstetrics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.895
H-Index - 97
eISSN - 1879-3479
pISSN - 0020-7292
DOI - 10.1002/ijgo.12329
Subject(s) - checklist , medicine , competence (human resources) , cutoff , obstetrics and gynaecology , simulation training , observational study , medical education , psychology , simulation , pregnancy , social psychology , physics , quantum mechanics , biology , cognitive psychology , genetics , engineering
Objective To determine the amount of simulation training required for students to attain minimal competence and mastery of a vaginal delivery. Methods An observational study was conducted at a US medical school between May 11, 2015, and May 8, 2016. Using a modified Angoff method, 10 members of the Obstetrics and Gynecology faculty evaluated a vaginal delivery procedural checklist and established cutoff scores for minimal competence and mastery. During a 5‐week period, all third‐year students received between two and five 45‐minute vaginal delivery simulation sessions; performance was assessed during week 6. Performance according to the checklist was compared. Results The cutoff score was 20 and 26 out of 30 for minimal competence and mastery, respectively. Among 115 students, mean checklist scores in final assessment rose with increasing number of simulations: 23.6, 25.1, 27.5, and 27.6 points for two, three, four, and five training sessions, respectively ( P< 0.001). The proportion of patients achieving mastery also increased with number of simulations: 34%, 59%, 73%, and 93% for two, three, four, and five training sessions, respectively ( P< 0.001). Two or three training sessions were sufficient to attain minimal competence in most students; however, no significant between‐group difference was found. Conclusion Simulation training exerts an increasing effect on performance with each additional session that students receive.