Home > Abstract Details > Inter-professional OSCE Based Simulation Collaboration to Teach Obstetrics & Gynecology to Second Year Medical Students and Nursing Students

« Back to Search

Inter-professional OSCE Based Simulation Collaboration to Teach Obstetrics & Gynecology to Second Year Medical Students and Nursing Students

Purpose: To describe an inter-professional workshop (IPE) utilizing simulation, OSCE and flipped classroom to introduce 2nd year medical and nursing students to OBGYN concepts 

Background: IPE has been shown to facilitate improved patient-centered care

Methods: In November 2017; students studied an online fetal heart rate (FHR) lecture; at workshop worked in groups on clinical FHR scenarios, and presented findings for group learning and discussions. Students rotated through three stations each for 45 minutes as follows: 1) MFM faculty taught students on cervical dilation using “blinded” and “open” cervical models. Students had hands-on with obstetrical procedures such as B-Lynch Suture. 2) Students performed a simulated vaginal delivery supervised by MFM fellow; nursing students resuscitated newborn and gave SBAR report to medical students. 3) MFM fellow and gynecologist faculty taught students on contraception methods while a technician taught students IUD insertion. Students self-assessed and were assessed by faculty using OSCE; knowledge quizzes were completed for contraception and cervical examination accuracy. 

Results: The program trained 116 (73%) medical and 51(22%) nursing students. There were no significant differences between medical students and nursing students scores which were respectively: IUD insertion self-assessment = 8.84 vs. 8.43; IUD insertion faculty-assessment= 9 vs. 8; cervical examination accuracy = 13.1 vs. 12.7;  contraception   quiz = 9.1 vs. 9.3. Medical students birth simulation self-assessment vs. faculty-assessment scores were 8.6 vs. 8.9, p <0.001.

Discussions: Medical and nursing students learned OBGYN skills equally, nursing students had the opportunity to teach medical students.  Medical students were more critical of their learning than faculty.

Topics: General Ob-Gyn, Contraception or Family Planning, Team-Based Learning, Simulation, UME, GME, Practice-Based Learning & Improvement, Interpersonal & Communication Skills, Professionalism, Medical Knowledge, Residency Coordinator, Residency Director, Osteopathic Faculty, Clerkship Coordinator, Faculty, Resident, Student, 2019, CREOG & APGO Annual Meeting,

General Information

Student,Resident,Faculty,Clerkship Coordinator,Osteopathic Faculty,Residency Director,Residency Coordinator,
Medical Knowledge,Professionalism,Interpersonal & Communication Skills,Practice-Based Learning & Improvement,
Simulation,Team-Based Learning,
Clinical Focus
Contraception or Family Planning,General Ob-Gyn,

Author Information

Christopher Haltigin, MD, Beaumont; Sangeeta Kaur, MD; Ferrari Thomas, PhD; Ramitha Nyalakonda, MS; Sophia Chan, MS; Dotun Ogunyemi, MD

Additional Materials

Related Abstracts

Association of Professors of Gynecology and Obstetrics

2130 Priest Bridge Drive, Suite 7, Crofton, MD 21114


APGO logo

Follow Us

Association of Professors of
Gynecology and Obstetrics (APGO)