Embedding assessment in a simulation skills training program for medical and midwifery students

A pre- and post-intervention evaluation

Arunaz Kumar, Debra Nestel, Christine East, Margaret Hay, Irene Lichtwark, Gayle Mclelland, Deidre Bentley, Helen Hall, Shavi Fernando, Sebastian Hobson, Luke Larmour, Philip Dekoninck, Euan M. Wallace

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Background: Simulation-based programs are increasingly being used to teach obstetrics and gynaecology examinations, but it is difficult to establish student learning acquired through them. Assessment may test student learning but its role in learning itself is rarely recognised. We undertook this study to assess medical and midwifery student learning through a simulation program using a pre-test and post-test design and also to evaluate use of assessment as a method of learning. Methods: The interprofessional simulation education program consisted of a brief pre-reading document, a lecture, a video demonstration and a hands-on workshop. Over a 24-month period, 405 medical and 104 midwifery students participated in the study and were assessed before and after the program. Numerical data were analysed using paired t-test and one-way analysis of variance. Students' perceptions of the role of assessment in learning were qualitatively analysed. Results: The post-test scores were significantly higher than the pre-test (P < 0.001) with improvements in scores in both medical and midwifery groups. Students described the benefit of assessment on learning in preparation of the assessment, reinforcement of learning occurring during assessment and reflection on performance cementing previous learning as a post-assessment effect. Conclusion: Both medical and midwifery students demonstrated a significant improvement in their test scores and for most students the examination process itself was a positive learning experience.

Original languageEnglish
Pages (from-to)40-46
Number of pages7
JournalAustralian and New Zealand Journal of Obstetrics and Gynaecology
Volume58
Issue number1
DOIs
Publication statusPublished - Feb 2018

Keywords

  • Evaluation
  • Gynaecology
  • Interprofessional
  • Kirkpatrick
  • Obstetrics
  • Outcome based
  • Undergraduate

Cite this

@article{afc5c7739f5244029af1508ee27f7911,
title = "Embedding assessment in a simulation skills training program for medical and midwifery students: A pre- and post-intervention evaluation",
abstract = "Background: Simulation-based programs are increasingly being used to teach obstetrics and gynaecology examinations, but it is difficult to establish student learning acquired through them. Assessment may test student learning but its role in learning itself is rarely recognised. We undertook this study to assess medical and midwifery student learning through a simulation program using a pre-test and post-test design and also to evaluate use of assessment as a method of learning. Methods: The interprofessional simulation education program consisted of a brief pre-reading document, a lecture, a video demonstration and a hands-on workshop. Over a 24-month period, 405 medical and 104 midwifery students participated in the study and were assessed before and after the program. Numerical data were analysed using paired t-test and one-way analysis of variance. Students' perceptions of the role of assessment in learning were qualitatively analysed. Results: The post-test scores were significantly higher than the pre-test (P < 0.001) with improvements in scores in both medical and midwifery groups. Students described the benefit of assessment on learning in preparation of the assessment, reinforcement of learning occurring during assessment and reflection on performance cementing previous learning as a post-assessment effect. Conclusion: Both medical and midwifery students demonstrated a significant improvement in their test scores and for most students the examination process itself was a positive learning experience.",
keywords = "Evaluation, Gynaecology, Interprofessional, Kirkpatrick, Obstetrics, Outcome based, Undergraduate",
author = "Arunaz Kumar and Debra Nestel and Christine East and Margaret Hay and Irene Lichtwark and Gayle Mclelland and Deidre Bentley and Helen Hall and Shavi Fernando and Sebastian Hobson and Luke Larmour and Philip Dekoninck and Wallace, {Euan M.}",
year = "2018",
month = "2",
doi = "10.1111/ajo.12659",
language = "English",
volume = "58",
pages = "40--46",
journal = "Australian and New Zealand Journal of Obstetrics and Gynaecology",
issn = "0004-8666",
publisher = "Wiley-Blackwell",
number = "1",

}

TY - JOUR

T1 - Embedding assessment in a simulation skills training program for medical and midwifery students

T2 - A pre- and post-intervention evaluation

AU - Kumar, Arunaz

AU - Nestel, Debra

AU - East, Christine

AU - Hay, Margaret

AU - Lichtwark, Irene

AU - Mclelland, Gayle

AU - Bentley, Deidre

AU - Hall, Helen

AU - Fernando, Shavi

AU - Hobson, Sebastian

AU - Larmour, Luke

AU - Dekoninck, Philip

AU - Wallace, Euan M.

PY - 2018/2

Y1 - 2018/2

N2 - Background: Simulation-based programs are increasingly being used to teach obstetrics and gynaecology examinations, but it is difficult to establish student learning acquired through them. Assessment may test student learning but its role in learning itself is rarely recognised. We undertook this study to assess medical and midwifery student learning through a simulation program using a pre-test and post-test design and also to evaluate use of assessment as a method of learning. Methods: The interprofessional simulation education program consisted of a brief pre-reading document, a lecture, a video demonstration and a hands-on workshop. Over a 24-month period, 405 medical and 104 midwifery students participated in the study and were assessed before and after the program. Numerical data were analysed using paired t-test and one-way analysis of variance. Students' perceptions of the role of assessment in learning were qualitatively analysed. Results: The post-test scores were significantly higher than the pre-test (P < 0.001) with improvements in scores in both medical and midwifery groups. Students described the benefit of assessment on learning in preparation of the assessment, reinforcement of learning occurring during assessment and reflection on performance cementing previous learning as a post-assessment effect. Conclusion: Both medical and midwifery students demonstrated a significant improvement in their test scores and for most students the examination process itself was a positive learning experience.

AB - Background: Simulation-based programs are increasingly being used to teach obstetrics and gynaecology examinations, but it is difficult to establish student learning acquired through them. Assessment may test student learning but its role in learning itself is rarely recognised. We undertook this study to assess medical and midwifery student learning through a simulation program using a pre-test and post-test design and also to evaluate use of assessment as a method of learning. Methods: The interprofessional simulation education program consisted of a brief pre-reading document, a lecture, a video demonstration and a hands-on workshop. Over a 24-month period, 405 medical and 104 midwifery students participated in the study and were assessed before and after the program. Numerical data were analysed using paired t-test and one-way analysis of variance. Students' perceptions of the role of assessment in learning were qualitatively analysed. Results: The post-test scores were significantly higher than the pre-test (P < 0.001) with improvements in scores in both medical and midwifery groups. Students described the benefit of assessment on learning in preparation of the assessment, reinforcement of learning occurring during assessment and reflection on performance cementing previous learning as a post-assessment effect. Conclusion: Both medical and midwifery students demonstrated a significant improvement in their test scores and for most students the examination process itself was a positive learning experience.

KW - Evaluation

KW - Gynaecology

KW - Interprofessional

KW - Kirkpatrick

KW - Obstetrics

KW - Outcome based

KW - Undergraduate

UR - http://www.scopus.com/inward/record.url?scp=85021448322&partnerID=8YFLogxK

U2 - 10.1111/ajo.12659

DO - 10.1111/ajo.12659

M3 - Article

VL - 58

SP - 40

EP - 46

JO - Australian and New Zealand Journal of Obstetrics and Gynaecology

JF - Australian and New Zealand Journal of Obstetrics and Gynaecology

SN - 0004-8666

IS - 1

ER -