Does an Advanced Pelvic Simulation Curriculum Improve Resident Performance on a Pediatric and Adolescent Gynecology Focused Objective Structured Clinical Examination? A Cohort Study

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• 作者：Tania Dumont ; MD ; ^{tdumont@cheo.on.ca" class="auth_mail" title="E-mail the corresponding author} ; Julie Hakim ; MD ; Amanda Black ; MD ; MPH ; Nathalie Fleming ; MD
• 关键词：Pediatric ; Adolescent ; Simulation ; Curriculum ; Teaching ; Gynecology ; Postgraduate medical education ; Objective structured clinical examination ; OSCE
• 刊名：Journal of Pediatric and Adolescent Gynecology
• 出版年：2016
• 出版时间：June 2016
• 年：2016
• 卷：29
• 期：3
• 页码：276-279
• 全文大小：191 K

文摘

To determine the effect of an advanced pelvic simulation curriculum on resident performance on a pediatric and adolescent gynecology (PAG) focused objective structured clinical examination (OSCE).

Design

Obstetrics and gynecology residents in a single academic Canadian center participated in a PAG simulation curriculum. An OSCE on prepubertal vaginal bleeding was administered at the biannual OSCE examination 2 months before the simulation curriculum and again 3 months after the simulation curriculum.

Setting

Academic half-day at the University of Ottawa Skills and Simulation Centre.

Participants

Obstetrics and gynecology residents from the University of Ottawa.

Interventions

Participants completed 4 stations teaching PAG-appropriate history-taking, genital examination, Tanner staging, vaginal sampling and flushing, hymenectomy, vaginoscopy, laparoscopic adnexal detorsion, and approach to the child and/or adolescent. Advanced pelvic models were used for procedure-specific stations.

Main Outcome Measures

The primary outcome measure was change in mean score on a prepubertal vaginal bleeding OSCE station. Secondary outcome measures were changes in individual component scores.

Results

Fourteen residents completed the simulation curriculum and the PAG OSCE at the 2 separate time points (before and after simulation curriculum). The mean OSCE score before the simulation curriculum was 54.6% (20.5 of 37) and mean score after the curriculum was 78.1% (28.9 of 37; P < .001). Significant score increases were found in history-taking, examination, differential diagnosis, identification of organism, surgical procedures, and identification of foreign body (P < .01 for all).

Conclusion

This innovative PAG simulation curriculum significantly increased residents' knowledge in PAG history-taking, examination skills, operative procedures, and approach to the child and/or adolescent. Obstetrics and Gynecology Program Directors should consider incorporating PAG simulation training into their curriculum to ensure that residents meet their learning objectives and increase their knowledge and confidence, which will ultimately benefit patient care.