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A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)

BACKGROUND: To compare medical students’ skills for vaginal operative delivery by vacuum extraction (VE) after hands-on training versus video demonstration. METHODS: We randomized medical students to an expert demonstration (group 1) or a hands-on (group 2) training using a standardized VE algorithm...

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Autores principales: Hilal, Ziad, Kumpernatz, Anne K., Rezniczek, Günther A., Cetin, Cem, Tempfer-Bentz, Eva-Katrin, Tempfer, Clemens B.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer Health 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5369926/
https://www.ncbi.nlm.nih.gov/pubmed/28296771
http://dx.doi.org/10.1097/MD.0000000000006355
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author Hilal, Ziad
Kumpernatz, Anne K.
Rezniczek, Günther A.
Cetin, Cem
Tempfer-Bentz, Eva-Katrin
Tempfer, Clemens B.
author_facet Hilal, Ziad
Kumpernatz, Anne K.
Rezniczek, Günther A.
Cetin, Cem
Tempfer-Bentz, Eva-Katrin
Tempfer, Clemens B.
author_sort Hilal, Ziad
collection PubMed
description BACKGROUND: To compare medical students’ skills for vaginal operative delivery by vacuum extraction (VE) after hands-on training versus video demonstration. METHODS: We randomized medical students to an expert demonstration (group 1) or a hands-on (group 2) training using a standardized VE algorithm on a pelvic training model. Students were tested with a 40-item Objective Structured Assessment of Technical Skills (OSATS) scoring system after training and 4 days later. OSATS scores were the primary outcome. Performance time, self-assessment, confidence, and global rating scale were secondary outcomes. We assessed the constructive validity of OSATS in this VE model comparing metric scores of experts and students. RESULTS: In all, 137 students were randomized. OSATS scores were higher in group 2 (n = 63) compared with group 1 (n = 74) (32.89 ± 6.39 vs 27.51 ± 10.27, respectively; P < 0.0001). Global rating scale (1.49 ± 0.76 vs 2.33 ± 0.94, respectively; P < 0.0001), confidence (2.22 ± 0.75 vs 3.26 ± 0.94, respectively; P = 0.04), self-assessment (2.03 ± 0.62 vs 2.51 ± 0.77, respectively; P < 0.0001), and performance time (38.81 ± 11.58 seconds vs 47.23 ± 17.35 seconds, respectively; P = 0.001) also favored group 2. After 4 days, this effect persisted with OSATS scores still being significantly higher in group 2 (30.00 ± 6.50 vs 25.59 ± 6.09, respectively; P = 0.001). The assessed OSATS scores showed constructive validity. In a multiple linear regression analysis, group assignment independently influenced OSATS scores, whereas sex, handedness, sports activities, and type of curriculum were not independently associated with OSATS scores. CONCLUSIONS: Hands-on training is superior to video demonstration for teaching VE on a pelvic model.
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spelling pubmed-53699262017-03-31 A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS) Hilal, Ziad Kumpernatz, Anne K. Rezniczek, Günther A. Cetin, Cem Tempfer-Bentz, Eva-Katrin Tempfer, Clemens B. Medicine (Baltimore) 5600 BACKGROUND: To compare medical students’ skills for vaginal operative delivery by vacuum extraction (VE) after hands-on training versus video demonstration. METHODS: We randomized medical students to an expert demonstration (group 1) or a hands-on (group 2) training using a standardized VE algorithm on a pelvic training model. Students were tested with a 40-item Objective Structured Assessment of Technical Skills (OSATS) scoring system after training and 4 days later. OSATS scores were the primary outcome. Performance time, self-assessment, confidence, and global rating scale were secondary outcomes. We assessed the constructive validity of OSATS in this VE model comparing metric scores of experts and students. RESULTS: In all, 137 students were randomized. OSATS scores were higher in group 2 (n = 63) compared with group 1 (n = 74) (32.89 ± 6.39 vs 27.51 ± 10.27, respectively; P < 0.0001). Global rating scale (1.49 ± 0.76 vs 2.33 ± 0.94, respectively; P < 0.0001), confidence (2.22 ± 0.75 vs 3.26 ± 0.94, respectively; P = 0.04), self-assessment (2.03 ± 0.62 vs 2.51 ± 0.77, respectively; P < 0.0001), and performance time (38.81 ± 11.58 seconds vs 47.23 ± 17.35 seconds, respectively; P = 0.001) also favored group 2. After 4 days, this effect persisted with OSATS scores still being significantly higher in group 2 (30.00 ± 6.50 vs 25.59 ± 6.09, respectively; P = 0.001). The assessed OSATS scores showed constructive validity. In a multiple linear regression analysis, group assignment independently influenced OSATS scores, whereas sex, handedness, sports activities, and type of curriculum were not independently associated with OSATS scores. CONCLUSIONS: Hands-on training is superior to video demonstration for teaching VE on a pelvic model. Wolters Kluwer Health 2017-03-24 /pmc/articles/PMC5369926/ /pubmed/28296771 http://dx.doi.org/10.1097/MD.0000000000006355 Text en Copyright © 2017 the Author(s). Published by Wolters Kluwer Health, Inc. http://creativecommons.org/licenses/by-nc-nd/4.0 This is an open access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. http://creativecommons.org/licenses/by-nc-nd/4.0
spellingShingle 5600
Hilal, Ziad
Kumpernatz, Anne K.
Rezniczek, Günther A.
Cetin, Cem
Tempfer-Bentz, Eva-Katrin
Tempfer, Clemens B.
A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)
title A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)
title_full A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)
title_fullStr A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)
title_full_unstemmed A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)
title_short A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)
title_sort randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using objective structured assessment of technical skills (osats)
topic 5600
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5369926/
https://www.ncbi.nlm.nih.gov/pubmed/28296771
http://dx.doi.org/10.1097/MD.0000000000006355
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