Evaluation of the effectiveness of simulation-based teaching using standardized patient cases in obstetrics and gynecology internship training
10.3760/cma.j.cn116021-20250119-02102
- VernacularTitle:基于标准化病人案例的模拟教学应用于妇产科实习教学的效果评价
- Author:
Pu WEI
1
;
Tingting WANG
1
;
Libo ZHU
1
;
Wei ZHANG
1
Author Information
1. 西湖大学医学院附属杭州市第一人民医院产科，杭州 310000
- Publication Type:Journal Article
- Keywords:
Standardized patient;
Simulation-based teaching;
Department of obstetrics and gynecology;
Internship teaching;
Teaching reform
- From:
Chinese Journal of Medical Education Research
2025;24(9):1177-1180
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore and evaluate the effectiveness of integrating standardized patient cases with simulation-based teaching in internship teaching in the department of obstetrics and gynecology.Methods:This study enrolled 60 interns from the Department of Obstetrics and Gynecology at Hangzhou First People's Hospital between January 2022 and December 2023. Participants were randomly assigned using a random number table into a control group (simulator training) and an experimental group (simulated standardized patient consultation integrated with simulation training). Simulation-based teaching was performed for seven skill modules. After training, participants underwent both skill assessments and questionnaire surveys. Skill assessment scores, professional competencies, and self-evaluation outcomes were compared between the two groups.Results:In skill assessments for delivery [(90.50±5.51) vs. (84.90±5.30)], I° perineal laceration repair [(91.98±6.87) vs. (84.18±10.24)], abortion[(90.43±6.79) vs. (84.10±5.36)], and diagnostic curettage [(92.57±8.19) vs. (85.80±8.61)], the experimental group scored significantly higher than the control group ( P<0.05). The experimental group showed higher scores in demonstrating empathy [53.33% (16/30) vs. 23.33% (7/30), P<0.05] and prioritizing doctor-patient communication [96.67% (29/30) vs. 46.67% (14/30), P<0.01]. Additionally, the experimental group reported higher scores in course satisfaction [(9.48±0.50) vs. (9.02±0.45)], performance self-assessment [(9.17±0.35) vs. (8.65±0.27)], engagement during simulation-based training [(9.62±0.43) vs. (8.43±1.21)], and learning gains [(9.53±0.87) vs. (8.88±1.02)]. Conclusions:Compared to simulation-based teaching alone, the integration of standardized patient cases can improve learning outcomes for complex and comprehensive skill modules and contribute to the development of professional competencies.
