Volume 10, Issue 1 (Winter 2021)
aumj 2021, 10(1): 69-78 |
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Akbarilakeh M, Yazdani S, Badehnoosh B, Rahimzadeh M, Aghakhani L. Effect of Obstetrics and Gynecology Workshops in Clinical Skills Center on Clinical Knowledge and Practice of Medical Students in Alborz University of Medical Sciences in 2018. aumj 2021; 10 (1) :69-78
URL: http://aums.abzums.ac.ir/article-1-1252-en.html
URL: http://aums.abzums.ac.ir/article-1-1252-en.html
1- Department of Medical Education, School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2- Clinical Research Development Unit, Shahid Rajaei Hospital, Alborz University of Medical Sciences, Karaj, Iran
3- Department of Obstetrics & Gynecology, Faculty of Medicine, Alborz University of Medical Sciences, Karaj, Iran
4- Social Determinates of Health Research Center. Alborze University if Medical Sciences,Karag, Iran
5- School of Management & Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran ,L_aghakhani@yahoo.com
2- Clinical Research Development Unit, Shahid Rajaei Hospital, Alborz University of Medical Sciences, Karaj, Iran
3- Department of Obstetrics & Gynecology, Faculty of Medicine, Alborz University of Medical Sciences, Karaj, Iran
4- Social Determinates of Health Research Center. Alborze University if Medical Sciences,Karag, Iran
5- School of Management & Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran ,
Abstract: (1896 Views)
Medicine students must learn clinical skills besides learning theory in classes. Skill lab is a safe place for students to achieve that goal with educational facilities under observe of a master. The purpose of this study was to investigate the effect of simulation training in clinical skill lab center on clinical knowledge and practice of medical interns in Alborz University of Medical Sciences in 1397.
Methods: The present study is a semi-experimental study with 46 medical interns in the field of gynecology. In this study, all trainees first attended routine workshops at the Clinical Skills Center and were trained in lectures, slides and practical work in the 8 core skills of the gynecologist, They received a quadruple written pre-test and an OSCE Practical Assessment (OSCE). Then students were randomly divided into two groups of case and control. The control group was referred to the women's ward for training and the case group participated in simulated training workshops then they were introduced to the women's ward for training. After completing the course, the written and practical tests were repeated for both groups and compared.
Results: There was no significant difference between the mean scores of pretest in case and control groups before intervention. But after the intervention and the establishment of simulated workshops and completing an internship,the mean scores after the written test showed a significant difference in the case and control groups(P-value= 0.027). In the performance evaluation section, there was no significant difference between the mean scores of pre-test OSCE in the case and control groups but after intervention, the mean of OSCE scores in case and control groups showed a significant difference(P-value= 0.009). The results showed that in the basic knowledge, the mean increase in post-test scores in the written test was 2.39 more in the case group than in the control group, and in the practical part the mean increase in the mean scores of the case group was 19.48 higher than the control group.
Conclusion: By examining the findings and paying attention to the increase of the written and practical test scores in the case group it is found that the teaching of obstetrics and gynecology skills by simulation method has more effect on increasing the level of basic knowledge and enhancing students' abilities in the field of gynecology.
Methods: The present study is a semi-experimental study with 46 medical interns in the field of gynecology. In this study, all trainees first attended routine workshops at the Clinical Skills Center and were trained in lectures, slides and practical work in the 8 core skills of the gynecologist, They received a quadruple written pre-test and an OSCE Practical Assessment (OSCE). Then students were randomly divided into two groups of case and control. The control group was referred to the women's ward for training and the case group participated in simulated training workshops then they were introduced to the women's ward for training. After completing the course, the written and practical tests were repeated for both groups and compared.
Results: There was no significant difference between the mean scores of pretest in case and control groups before intervention. But after the intervention and the establishment of simulated workshops and completing an internship,the mean scores after the written test showed a significant difference in the case and control groups(P-value= 0.027). In the performance evaluation section, there was no significant difference between the mean scores of pre-test OSCE in the case and control groups but after intervention, the mean of OSCE scores in case and control groups showed a significant difference(P-value= 0.009). The results showed that in the basic knowledge, the mean increase in post-test scores in the written test was 2.39 more in the case group than in the control group, and in the practical part the mean increase in the mean scores of the case group was 19.48 higher than the control group.
Conclusion: By examining the findings and paying attention to the increase of the written and practical test scores in the case group it is found that the teaching of obstetrics and gynecology skills by simulation method has more effect on increasing the level of basic knowledge and enhancing students' abilities in the field of gynecology.
Type of Study: Research |
Subject:
Special
Received: 2021/01/30 | Accepted: 2021/01/29 | Published: 2021/01/29
Received: 2021/01/30 | Accepted: 2021/01/29 | Published: 2021/01/29
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