Bridging the Gap: Incorporating Simulation into Obstetrics and Gynaecology Undergraduate Medical Education

Abstract

Introduction: Currently, simulation training is not part of the clinical clerkship rotation in obstetrics and gynaecology (OB/GYN) at the University of Toronto. Instead, students are taught formally through lectures and informally on the ward or in the operating room. This study aimed to incorporate simulation using a high fidelity postpartum hemorrhage (PPH) workshop into the teaching curriculum, with the goal of improving both medical knowledge of PPH and nontechnical skills (NTS).

Method: A novel teaching session was introduced for the third-year clerks on their OB/GYN rotation. Students (n = 88) were invited to participate in the research component to evaluate the effectiveness of this session. Students' (n = 83) baseline knowledge of PPH and teamwork attitudes were measured using a multiple-choice questionnaire (MCQ) and the TeamSTEPPS Questionnaire. Students participated in small-group learning about PPH and NTS, followed by a high-fidelity PPH simulation using a Laerdal SimMom Mannequin in a mock operating room. Students were debriefed, followed by a different MCQ and the TeamSTEPPS Questionnaire.

Results: Statistically significant improvements in students' comprehension (MCQ scores 63.9% vs. 76.5%, P < 0.05) and NTS (4.35/5 vs. 4.51/5, P < 0.05) were noted after simulation. The majority (92%) of students agreed that this method of learning was more enjoyable than traditional methods.

Conclusions: Simulation in undergraduate education offers an exciting alternative to deliver information that is traditionally taught with didactic sessions while incorporating essential NTS. The authors hope that this study will encourage discussion of current simulation practices across Canada and standardized simulation techniques in OB/GYN.

Keywords: Undergraduate medical education; communication; obstetrics & gynaecology; postpartum hemorrhage; simulation; teamwork.