COMPARATIVE EVALUATION OF HIGH-FIDELITY SIMULATION VERSUS CONVENTIONAL TEACHING IN IMPROVING KNOWLEDGE, CLINICAL SKILLS, AND TEAM DYNAMICS IN MANAGING OBSTETRIC EMERGENCIES AMONG MBBS INTERNS: A PROSPECTIVE RANDOMIZED CONTROLLED STUDY

Sri Vasavi Ch; Madhukiran SP; Ruba Zareen

doi:10.37022/wjcmpr.v8i2.397

Authors

Sri Vasavi Ch Sri Devaraj URS Academy of Higher Education and Research, R L Jalappa Hospital & Research Centre, Tamaka, Kolar, Karnataka, India.
Madhukiran SP Sri Devaraj URS Academy of Higher Education and Research, R L Jalappa Hospital & Research Centre, Tamaka, Kolar, Karnataka, India.
Ruba Zareen Sri Devaraj URS Academy of Higher Education and Research, R L Jalappa Hospital & Research Centre, Tamaka, Kolar, Karnataka, India.

Abstract

Background: Simulation-based medical education has been shown to improve clinical competence, communication, and patient safety. However, evidence comparing simulation with conventional teaching methods among MBBS interns in obstetric emergencies remains limited, especially in Indian settings.

Aim: The aim of the present study was to compare the effectiveness of high-fidelity obstetric simulation training versus conventional teaching methods in improving knowledge, clinical skills, and teamwork among MBBS interns.

Methodology: A Prospective randomized control trail was conducted in a simulation and skills centre, tertiary care teaching hospitals, including 100 MBBS interns with 50 participants in each the groups of simulation and conventional teaching. Assessment of knowledge, clinical skills, teamwork and communication were evaluated over a 3 months of time period. Continuous variables were analyzed using paired t-test and independent t-test and categorical variables were analyzed using chi-square test using SPSS Version28. A p-value of <0.05 was considered statistically significant.

Results: Both the groups demonstrated statistical significance in simulation based training and conventional teaching. Post test knowledge scores were significantly higher in the simulation group compared to conventional group (31.4 ± 3.8 vs 26.9 ± 4.2,p<0.001). Total OSCE scores is significantly higher in simulation group (82.4±6.5 vs 68.7±7.8,p<0.001). CATs scores depicted superior teamwork and communication performance in the simulation group (86±6.2 vs 72.5±7.1,p<0.001). Confidence improvement and knowledge retention at one month showed significantly higher among simulation group. Participant satisfaction was higher in the simulation group.

Conclusion: High-fidelity simulation-based training is significantly more effective than conventional teaching in improving knowledge, clinical skills and teamwork and communication in managing obstetric among MBBS interns. Implementation of simulation -based training into undergraduate medical curriculum improves handling of real-world emergencies and patient safety.

Keywords:

High-fidelity, simulation-based training, obstetric, OSCE, conventional teaching

DOI

https://doi.org/10.37022/wjcmpr.v8i2.397

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