简介产科紧急情况,比如子痫,需要治疗医生与患者首次接触的快速准确的反应。因此,所有的医生,甚至初级保健医生,实习生,和住院医生,需要培训才能熟练处理此类案件,留下最小的错误机会。为实际患者的这些关键病症的管理提供培训实际上是不可行的。产科临床模拟可用于提高本科生和研究生的这些技能。我们进行了一项非盲法随机对照试验,主要目的是开发和实施一个模块,以培训本科生的子痫评估和管理,并将其与传统的教学讲座或基于案例的学习进行评估和比较。方法本随机对照教育试验在妇产科进行。全印度医学科学研究所,Bibinagar,海得拉巴,印度。在临床帖子或辅导期间在该部门张贴的本科医学生(第3阶段,第1部分)被随机分为两组。将62名学生随机分为两组,A组和B组,每人由31名学生组成。然而,A组中只有24/31(77.42%)和B组中只有19/31(61.3%)最终同意参与研究.一组(A组,有24名参与者)通过基于模拟的培训,教授了产前子痫的诊断和管理,和另一组(B组,有19名参与者)通过常规教学教授相同的主题,其中包括通过PowerPoint演示文稿和基于案例的讨论进行的说教讲座。两组的学习目标保持相同。比较两组的测试前和测试后评分。结果模拟组的考前成绩平均为6.13±1.39分,常规教学组为6.05±1.54分。模拟组的测试后得分为9.17±1.34,常规教学组为7.37±1.70。与教授模块之前的分数相比,模拟组的测试后分数显着提高(双尾p<0.0001)。模拟教学(A组)和常规教学(B组)的得分差异也具有统计学意义(p=0.005)。基于模拟的学习被发现更具互动性,有助于提供现实生活般的体验,导致更好的保留和理解,并激励学生进行自主学习。结论虽然常规教学和模拟教学都是有用的,模拟培训在对本科医学生进行子痫的诊断和管理方面更有效。基于模拟的学习更具互动性,提供现实生活般的体验,导致更好的保留和理解,并激励学生自主学习。
Introduction Obstetric emergencies, like eclampsia, need a quick and accurate response from the treating physician coming into first contact with the patient. Therefore, all doctors, even primary care physicians, interns, and resident doctors, need training to handle such cases proficiently, leaving minimal chances of error. Providing training for the management of these critical conditions on actual patients is not practically feasible. Clinical simulation in obstetrics can be used for the improvement of these skills for undergraduate and postgraduate students. We conducted a non-blinded randomized controlled trial with the primary aim of developing and implementing a module for training undergraduate medical students on the assessment and management of eclampsia and to evaluate and compare it with traditional didactic lectures or case-based learning. Methods The present randomized controlled educational trial was conducted in the Department of Obstetrics and Gynecology, All India Institute of Medical Sciences, Bibinagar, Hyderabad, India. The undergraduate medical students (Phase 3, Part 1) posted in the department during their clinical postings or tutorials were randomized into two groups. A total of 62 students were randomly divided into two groups, Group A and Group B, each consisting of 31 students. However, only 24/31 (77.42%) in Group A and 19/31 (61.3%) in Group B finally agreed to participate in the study. One group (Group A, with 24 participants) was taught the diagnosis and management of antepartum eclampsia through simulation-based training, and the other group (Group B, with 19 participants) was taught the same topic through conventional teaching, which consisted of didactic lectures through PowerPoint presentations and case-based discussion. Learning objectives were kept identical for both groups. Pre- and post-test scores were compared for both groups. Results The mean pre-test score of the simulation group was 6.13 ± 1.39, and that of the conventional teaching group was 6.05 ± 1.54. The post-test score of the simulation group was 9.17 ± 1.34, and that of the conventional teaching group was 7.37 ± 1.70. The simulation group showed an extremely significant (two-tailed p < 0.0001) improvement in their post-test scores when compared to their scores before the module was taught. The difference in the scores of simulated teaching (Group A) and conventional teaching (Group B) was also statistically significant (p = 0.005). Simulation-based learning was found to be more interactive, helpful in providing real-life-like experiences, led to better retention and understanding, and motivated the students for self-directed learning. Conclusion Although both conventional and simulation-based teaching were useful, simulation-based training was more effective in teaching undergraduate medical students regarding the diagnosis and management of eclampsia. Simulation-based learning is more interactive, provides real-life-like experiences, leads to better retention and understanding, and motivates the students for self-directed learning.