Impact of labour and delivery simulation classes in undergraduate medical learning

ABSTRACT

To compare the impact on knowledge and learner's satisfaction of adding a labour and delivery simulator-based training module with a self-study session, to the pre-existing theoretical class, in the 5[th] year undergraduate medical curriculum. Descriptive. At Islamic International Medical College, Pakistan Railway Hospital Rawalpindi from September 2007 to December 2008. Ninety four students attending the 5-week Obstetrics and Gynecology rotation were enrolled, and 94 completed the study. After a 45-minute [labour and delivery] theoretical interactive class, students were randomized into two groups the first [n=53] participated in a 30-minute supervised self-study session, while the second [n=41] attended a 20-30 minute delivery simulator session. Tests consisting of 10 multiple-choice questions were given 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]. Paired rank sum test, T test, and z-statistic with continuity correction were employed for statistical analysis, setting significance at p<0.05. 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, however scores were again similar in both groups [p=0.2204]. Satisfaction was significantly higher in the simulation group [p<0.0001]. 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