The labor games

Laurice Bou Nemer, Dawn Kalin, Desiree Fiorentino, Jorge Garcia, Christopher Estes

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Objective: To develop and evaluate a simulation laboratory designed to stimulate learning and increase medical students' preparedness for an obstetrics and gynecology clinical clerkship. METHODS: Ninety-seven medical students participated in the games during their obstetrics and gynecology clerkship in 1 year. Using the resident-as-teacher model, students rotated through seven stations, each with a simulated obstetric task. Points were awarded at each station, and the student with the highest score won. Selfperceived proficiency level and general preparedness for the clerkship were evaluated through paired pregame and postgame assessments. RESULTS: Postassessment results showed statistically significant (P<.001) increases in self-perceived competence performing all tested skills including reading fetal heart tracings, knot-tying, measuring cervical dilation, amniotomy, estimating fetal weight, and estimating blood loss. Approximately 97% enjoyed The Labor Games, 97.9% reported increased knowledge, and 96.9% learned valuable skills. Students also reported feeling more prepared for the obstetrics and gynecology rotation (2.6 compared with 3.3, P<.001). DISCUSSION: The Labor Games improved medical students' self-confidence and self-perceived skill level on obstetric tasks. Students also felt more prepared for the obstetrics and gynecology clerkship. This study creates a low-cost and reproducible simulation laboratory that is identified as effective by medical students in teaching skills, knowledge, and preparedness for an obstetrics and gynecology clerkship.

Original languageEnglish (US)
Pages (from-to)1s-5s
JournalObstetrics and Gynecology
Volume128
DOIs
StatePublished - 2016

Fingerprint

Obstetrics
Gynecology
Medical Students
Students
Clinical Clerkship
Fetal Heart
Fetal Weight
Mental Competency
Reading
Dilatation
Teaching
Emotions
Learning
Costs and Cost Analysis

ASJC Scopus subject areas

  • Obstetrics and Gynecology

Cite this

Nemer, L. B., Kalin, D., Fiorentino, D., Garcia, J., & Estes, C. (2016). The labor games. Obstetrics and Gynecology, 128, 1s-5s. https://doi.org/10.1097/AOG.0000000000001572

The labor games. / Nemer, Laurice Bou; Kalin, Dawn; Fiorentino, Desiree; Garcia, Jorge; Estes, Christopher.

In: Obstetrics and Gynecology, Vol. 128, 2016, p. 1s-5s.

Research output: Contribution to journalArticle

Nemer, LB, Kalin, D, Fiorentino, D, Garcia, J & Estes, C 2016, 'The labor games', Obstetrics and Gynecology, vol. 128, pp. 1s-5s. https://doi.org/10.1097/AOG.0000000000001572
Nemer, Laurice Bou ; Kalin, Dawn ; Fiorentino, Desiree ; Garcia, Jorge ; Estes, Christopher. / The labor games. In: Obstetrics and Gynecology. 2016 ; Vol. 128. pp. 1s-5s.
@article{bc854ec5db6f4662bb1b198395146cf5,
title = "The labor games",
abstract = "Objective: To develop and evaluate a simulation laboratory designed to stimulate learning and increase medical students' preparedness for an obstetrics and gynecology clinical clerkship. METHODS: Ninety-seven medical students participated in the games during their obstetrics and gynecology clerkship in 1 year. Using the resident-as-teacher model, students rotated through seven stations, each with a simulated obstetric task. Points were awarded at each station, and the student with the highest score won. Selfperceived proficiency level and general preparedness for the clerkship were evaluated through paired pregame and postgame assessments. RESULTS: Postassessment results showed statistically significant (P<.001) increases in self-perceived competence performing all tested skills including reading fetal heart tracings, knot-tying, measuring cervical dilation, amniotomy, estimating fetal weight, and estimating blood loss. Approximately 97{\%} enjoyed The Labor Games, 97.9{\%} reported increased knowledge, and 96.9{\%} learned valuable skills. Students also reported feeling more prepared for the obstetrics and gynecology rotation (2.6 compared with 3.3, P<.001). DISCUSSION: The Labor Games improved medical students' self-confidence and self-perceived skill level on obstetric tasks. Students also felt more prepared for the obstetrics and gynecology clerkship. This study creates a low-cost and reproducible simulation laboratory that is identified as effective by medical students in teaching skills, knowledge, and preparedness for an obstetrics and gynecology clerkship.",
author = "Nemer, {Laurice Bou} and Dawn Kalin and Desiree Fiorentino and Jorge Garcia and Christopher Estes",
year = "2016",
doi = "10.1097/AOG.0000000000001572",
language = "English (US)",
volume = "128",
pages = "1s--5s",
journal = "Obstetrics and Gynecology",
issn = "0029-7844",
publisher = "Lippincott Williams and Wilkins",

}

TY - JOUR

T1 - The labor games

AU - Nemer, Laurice Bou

AU - Kalin, Dawn

AU - Fiorentino, Desiree

AU - Garcia, Jorge

AU - Estes, Christopher

PY - 2016

Y1 - 2016

N2 - Objective: To develop and evaluate a simulation laboratory designed to stimulate learning and increase medical students' preparedness for an obstetrics and gynecology clinical clerkship. METHODS: Ninety-seven medical students participated in the games during their obstetrics and gynecology clerkship in 1 year. Using the resident-as-teacher model, students rotated through seven stations, each with a simulated obstetric task. Points were awarded at each station, and the student with the highest score won. Selfperceived proficiency level and general preparedness for the clerkship were evaluated through paired pregame and postgame assessments. RESULTS: Postassessment results showed statistically significant (P<.001) increases in self-perceived competence performing all tested skills including reading fetal heart tracings, knot-tying, measuring cervical dilation, amniotomy, estimating fetal weight, and estimating blood loss. Approximately 97% enjoyed The Labor Games, 97.9% reported increased knowledge, and 96.9% learned valuable skills. Students also reported feeling more prepared for the obstetrics and gynecology rotation (2.6 compared with 3.3, P<.001). DISCUSSION: The Labor Games improved medical students' self-confidence and self-perceived skill level on obstetric tasks. Students also felt more prepared for the obstetrics and gynecology clerkship. This study creates a low-cost and reproducible simulation laboratory that is identified as effective by medical students in teaching skills, knowledge, and preparedness for an obstetrics and gynecology clerkship.

AB - Objective: To develop and evaluate a simulation laboratory designed to stimulate learning and increase medical students' preparedness for an obstetrics and gynecology clinical clerkship. METHODS: Ninety-seven medical students participated in the games during their obstetrics and gynecology clerkship in 1 year. Using the resident-as-teacher model, students rotated through seven stations, each with a simulated obstetric task. Points were awarded at each station, and the student with the highest score won. Selfperceived proficiency level and general preparedness for the clerkship were evaluated through paired pregame and postgame assessments. RESULTS: Postassessment results showed statistically significant (P<.001) increases in self-perceived competence performing all tested skills including reading fetal heart tracings, knot-tying, measuring cervical dilation, amniotomy, estimating fetal weight, and estimating blood loss. Approximately 97% enjoyed The Labor Games, 97.9% reported increased knowledge, and 96.9% learned valuable skills. Students also reported feeling more prepared for the obstetrics and gynecology rotation (2.6 compared with 3.3, P<.001). DISCUSSION: The Labor Games improved medical students' self-confidence and self-perceived skill level on obstetric tasks. Students also felt more prepared for the obstetrics and gynecology clerkship. This study creates a low-cost and reproducible simulation laboratory that is identified as effective by medical students in teaching skills, knowledge, and preparedness for an obstetrics and gynecology clerkship.

UR - http://www.scopus.com/inward/record.url?scp=84991457543&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84991457543&partnerID=8YFLogxK

U2 - 10.1097/AOG.0000000000001572

DO - 10.1097/AOG.0000000000001572

M3 - Article

AN - SCOPUS:84991457543

VL - 128

SP - 1s-5s

JO - Obstetrics and Gynecology

JF - Obstetrics and Gynecology

SN - 0029-7844

ER -