A Simulation Curriculum for Teaching Obstetrics and Gynecology Residents the Management of Asherman’s Syndrome
CANSAGE ePoster Library. Hsiao L. 09/27/19; 275237; eP-103
Dr. Li-Hsuan Hsiao
Dr. Li-Hsuan Hsiao
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Abstract
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Objective:To describe a simulation-based curriculum and evaluate its effect on OBGYN residents’ knowledge and confidence in the management of Asherman’s Syndrome.Methods:OBGYN residents participated in three targeted simulation-training sessions on the management of Asherman’s Syndrome in the following sequence: didactic teaching with surgical videos and demonstration of safe dissection techniques; hysteroscopic dissection of intrauterine adhesions; insertion of intrauterine balloon to prevent adhesion reformation. Participants completed a pre-simulation and post-simulation survey assessing knowledge level of Asherman’s Syndrome using a 20-point questionnaire and their self-reported confidence level in each of the simulation components using a Likert scale. (Component 1: Overall knowledge of Asherman’s Syndrome; Component 2: Dissection of intrauterine adhesions; Component 3: Identifying the severity of intrauterine adhesions; Component 4: Insertion of a Cook’s catheter.)Results:Twenty OBGYN residents at the University of Saskatchewan participated in the study. The mean percentage of correct answers was 54.5% (+/- 18.3%) on the pre-simulation survey compared with 84.5% (+/- 12.5%) post-simulation (p<0.001). There was significant improvement in the median self-reported confidence measures for each of the simulation components between the pre and post-simulation periods (Component 1: 3 vs 6.5, p<0.001; Component 2: 1 vs 4, p<0.001; Component 3: 0 vs 4.5, p <0.001; Component 4: 0 vs 5, p<0.001). Conclusion:Simulation teaching is an effective method of increasing OBGYN residents’ knowledge and confidence about the management of Asherman’s Syndrome.
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