Objective: To evaluate the effect of structured hands-on training for midwives performing perineal repair.
Methods: The training was performed using models and ox tongues. A total of 719 midwives completed an anonymous questionnaire prior to and immediately after training. Out of 300 participants, 151 completed a follow-up questionnaire 4 months later. Participants rated their knowledge and skills in the domains of instrument handling, knot tying, and subcuticular perineal repair.
Results: Compared with the situation before receiving the training, there was a significant increase in the use of the recommended evidence-based technique for perineal repair 4 months after training (28% vs 100%; P<0.001), and in the mean scores for knowledge and skills in all the domains (P<0.001). Participants believed that their patients were happier with the new technique.
Conclusions: Structured hands-on training is an effective way of improving the skills of midwives performing perineal repair and leads to modification of clinical practice.
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http://dx.doi.org/10.1016/j.ijgo.2009.04.014 | DOI Listing |
Front Med (Lausanne)
January 2025
Department of Gynecologic Oncology, Women's Hospital, Zhejiang University School of Medicine, Hangzhou, China.
Background: Supervised Teaching Clinics (STCs) have emerged as an innovative approach to medical education, particularly in specialties like gynecology, where hands-on experience is crucial. Traditional clinical rotations often leave students in passive roles, limiting their active participation and the development of essential clinical skills.
Aim: This study aimed to evaluate the impact of STCs on the clinical competencies and professional development of medical students within a gynecological clinic, comparing the outcomes with those of traditional clinic shadowing.
BMC Med Educ
January 2025
Faculty of Medicine, University of Turku, Turku, Finland.
Background: Point-of-Care Ultrasound (POCUS) has become integral to emergency medicine (EM) as a critical diagnostic support tool. In Finland, where EM was formally recognised as a specialty as recently as in 2013, a historical lack of systematic training for POCUS has existed. Such training has largely depended on individual initiative rather than a standardised program while many other areas of EM training have already seen the introduction of structured education.
View Article and Find Full Text PDFRev Col Bras Cir
January 2025
- Escola Bahiana de Medicina e Saúde Pública, Clínica Médica - Salvador - BA - Brasil.
This paper discusses the increasing trend of direct-care physicians taking on teaching roles in community hospitals, both in the United States and Brazil. It highlights the challenges faced by these physicians, who often lack formal pedagogical training and dedicated time for teaching. The text emphasizes the need for structured support, faculty development programs, and collaboration with academic centers to ensure the quality of education in these settings.
View Article and Find Full Text PDFCureus
December 2024
Prosthodontics, Azra Naheed Dental College, The Superior University, Lahore, PAK.
Background The dental faculty must understand the challenges students face in prosthodontics to enhance education and meet patient care demands. This study explored final-year Bachelor of Dental Surgery (BDS) students' perceptions, study methods, and clinical application of knowledge, identifying gaps in translating theory to practice, skill acquisition, and curriculum alignment. Insights guide improvements in mentorship, hands-on training, and active learning to enhance clinical preparedness.
View Article and Find Full Text PDFCureus
December 2024
Emergency Medicine, University of Alabama at Birmingham, Birmingham, USA.
Access to diagnostic imaging is significantly limited in much of the world, and sub-Saharan Africa is no exception. Clinician-performed point-of-care ultrasound (POCUS) may provide increased access to diagnostic imaging for many patients in low-resource settings, but training in this modality is limited. We describe the development and implementation of a context-specific, multi-modal pilot POCUS curriculum involving hands-on instruction, in-person and online didactics, asynchronous online image review, and quantitative evaluation.
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