Purpose: The purpose of this study was to determine if a structured comprehensive postpartum care curriculum using simulation could significantly improve medical student competency in counseling real patients.
Background: Medical students receive limited exposure to postpartum care counseling through real-life observation during this critical time period, which has the potential to affect both the short-term and long-term health and well-being of both mother and baby.
Methods: A pre-post single cohort study was designed to examine postpartum counseling performance among medical students during their OBGYN clerkship rotation following an intervention of simulated patient encounters with preceptor feedback. The study outcomes include pre-post differences in: (1) knowledge, (2) student confidence levels, and (3) performance assessment scores.
Results: Data analysis from 68 participants indicated significantly higher post-knowledge test scores (89.67% vs. 46.48%, p< 0.0001). Student post-confidence levels in counseling demonstrated significant improvement in the following areas (1=high, 5=low): patient’s risk for postpartum complications (1.38 vs. 3.57, p< 0.001), pain management strategies to limit narcotic use (1.23 vs. 4.54, p< 0.0001), breastfeeding continuation at home (1.33 vs. 4.68, p< 0.0001), screen for postpartum depression (1.25 vs. 3.84, p< 0.0001), and contraception counseling (1.16 vs. 2.52, p< 0.001). Student post-performance assessment scores also demonstrated significant improvement (85.67% vs 48.61%, p< 0.0001).
Discussions: The results from this study suggest that if medical students are taught comprehensive postpartum care counseling through a simulation-based curriculum, then they will achieve significantly higher post-instruction knowledge, confidence and competence scores, and that these skills could be transferred to increased real-life counseling skills.
Topics: CREOG & APGO Annual Meeting, 2021, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, UME, Assessment, Simulation, Standardized Patient,
Ashley Bonamer, DO, Inova Fairfax Hospital; Emily Marko, MD, CHSE ; Carolyn Davis, MD; Sira Perez-Visona, BA; Meghan Semiao, BS, CHSE; Amanda Slater, BA
