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Forceps Simulation Training Improves Knowledge, Skills and Attitudes of OB/GYN Residents in an Academic Medical Center

Purpose: To improve resident “readiness” for clinical training opportunities in forceps delivery.

Background: Exposure to forceps-assisted delivery is declining nationwide. In the clinical learning environment, forceps training opportunities are often acute/emergent. Simulation training may help residents feel more prepared for such opportunities.

Methods: Eleven residents (PGY1-4) underwent 8 hours training on forceps delivery over 6 months. The curriculum included a 2-hour didactic session (covering case selection, clinical evaluation, safety checks and global second stage awareness) followed by three 2-hour simulation training sessions utilizing “Lucy and Lucy’s Mum” (MODEL-med, Australia) at 3-monthly intervals. Knowledge/confidence scores (10-point VAS) were assessed at baseline and 3/6 months later. A 20-point skills checklist was used to objectively score residents’ procedural competency before each simulation session as well as 2 weeks after the first.

Results: Knowledge scores increased from 53±5.4% pre-training to 64±5.3% at 3 months and 77±6.8% at 6 months (p=0.007). Confidence scores increased from 22±8.3% pre-training to 33±9.2% at 3 months and 49±9.6% at 6 months (p=0.046). Skills assessment scores were 47±7.2% at baseline and increased to 76±5.0% two weeks after the first simulation (p< 0.01). Scores remained higher at 3 months (79±2.3%, p< 0.001) and 6 months (93±0.9%, p< 0.001). Pre-training there was an effect of seniority (p=0.002) with lowest scores for PGY1 (12±0.9%) and highest for PGY4 (59±9.3%). Post-training scores were independent of PGY level (p=0.605).

Discussions: Structured simulation training increases residence knowledge, skills and confidence levels with respect to forceps delivery and may help supplement clinical learning opportunities to protect against loss of this valuable skill.

Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Osteopathic Faculty, Residency Director, Patient Care, Medical Knowledge, GME, Assessment, Simulation, Quality & Safety,

General Information

Resident,Faculty,Osteopathic Faculty,Residency Director,
Patient Care,Medical Knowledge,
Assessment,Simulation,Quality & Safety,
Clinical Focus

Author Information

David Carr, MD, PhD; University of Vermont; Erin Morris, MD

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