Objectives: To determine the impact of a Forceps-Assisted Vaginal Delivery (FAVD) professional development session on junior faculty comfort with the procedure.
Study Design: A faculty development session on FAVD including an Objective Structured Clinical Examination (OSCE) was conducted for fellows in training at the University of Louisville. Subjects completed a pre-test, post-test and 5-month follow-up post-test to assess their FAVD training in residency, comfort with procedural steps, and reflections on the experience. Volume of FAVD precepted by these fellows on Labor and Delivery was compared with that of fellows in the prior year who had not participated in the session.
Results: 6 fellows participated. All reported improved comfort with some of the procedural steps on the immediate post-test. In the following 5-months, fellows supervised 0 FAVD, in comparison with 3 during the same interval in 2011. On the 5-month remote post-test, 2 fellows reported that the session increased their awareness of the limitations of their skills, 2 reported that self-perception of skills had not changed after the session, and 2 reported that they perceived an improvement in skills after the session.
Conclusions: New fellows may not feel competent to perform and teach all steps of FAVD. One training session did not result in an increase in the number of FAVD cases supervised by the fellows.
Topics: 2013, Faculty, Residency Director, Patient Care, Medical Knowledge, GME, CME, Virtual Patient, Simulation, Maternal-Fetal Medicine,
Date Presented
2013 ASL Abstract
Keywords
Faculty Development, Feedback & Evaluation, Simulation, Teaching Skills
Intended Audience
Faculty, Residency Director
Copentencies Addressed
Patient Care, Medical Knowledge
Educational Continuum
GME, CME
Educational Focus
Virtual Patient, Simulation
Clinical Focus
Maternal-Fetal Medicine
Primary Author
Sarah Petruska, MD
