Most significant barriers and proposed solutions for medical schools to facilitate simulation-based undergraduate curriculum in OBGYN.
Arch Gynecol Obstet
; 304(6): 1383-1386, 2021 12.
Article
in English
| MEDLINE | ID: covidwho-1293366
ABSTRACT
Despite having a good understanding of medicine, doctors lack clinical skills, problem-solving abilities, and the ability to apply knowledge to patient care, particularly in unanticipated circumstances. To overcome this, medical education has evolved into a system-oriented core curriculum with cognitive, psychomotor, and affective learning goals. With an emphasis on problem-based learning, the educator's aim is to establish a long-term, predetermined improvement in the learner's behavior, acquired skills, and attitudes (Datta R, Upadhyay KK, Jaideep CN. Simulation and its role in medical education. Med J Armed Forces India. 2012;68(2)167-172. https//doi.org/10.1016/S0377-1237(12)60040-9 ). However, teaching these disciplines to real patients is almost impossible; this is where simulation comes in. This opinion paper will discuss the relevance and necessity of a simulation-based undergraduate curriculum in obstetrics and gynecology. What are the biggest obstacles that medical schools face in making the most of simulation-based learning, and how can they be overcome?
Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Students, Medical
/
Curriculum
/
Education, Medical, Undergraduate
/
Simulation Training
/
Gynecology
/
Obstetrics
Type of study:
Prognostic study
Limits:
Female
/
Humans
Language:
English
Journal:
Arch Gynecol Obstet
Journal subject:
Gynecology
/
Obstetrics
Year:
2021
Document Type:
Article
Affiliation country:
S00404-021-06133-4
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