Background: We have shown that it is possible to introduce an obstetrical
simulation program to pre-clinical second year medical students. In the
second year of our obstetrics simulation curriculum for 2nd year medical
students, we introduced OSCE assessment in collaboration with the nursing
school educator with the program occurring in the nursing school simulation
center in November 2015.
Methods: Students rotated through three stations: 1) simulated
vaginal delivery demonstrated by nurse educator and OBGYN resident 2) MFM
faculty gave interactive presentation on fetal heart rate (FHR), a student
nurse then role played with students and they were assessed by OSCE format, 3)
OBGYN resident and faculty taught and assessed students on cervical dilation
using cervical models. Students completed surveys on attitude, knowledge
before, after and 7 months post curriculum.
Results: Of 95 students , mean scores for the FHR OSCE were:
identifies FHR baseline = 0.97, identifies FHR variability= 0.92, provides
accurate identification of periodic pattern= 0.73, identifies FHR category=
0.67 and orders appropriate medical interventions=0.93.For the cervical station
OSCE, the mean score on cervical examination skills after training was 75%.,
For the knowledge questions on obstetrics and fetal heart rate
monitoring, students obtained a mean pre-score of 2.57
post-simulation the mean score increased to 3.24 + 0.11 (p+ 0.12 .
students scored their comfort level with obstetrical procedures as 12.2
after simulation the mean score increased to 28 +-.63(p+1 (p=0.001).
Discussions: We have demonstrated the feasibility of an OSCE based
inter-professional educational curriculum utilizing nursing, physician and
resident faculty instructing medical students and nursing students jointly.
For FHR teaching, the concept of FHR category was the most challenging
for the students to grasp. The course improved students’ short-term knowledge
but had dropped back to baseline by 7 months. Students’ comfort level increased
immediately post training and decreased but was still higher than baseline at 7
months. Further curriculum development is undergoing on increasing long term
Keywords: Assessment, Curriculum Development/Evaluation,