Effectiveness of simulation technique in teaching-learning process for prevention of postpartum hemorrhage in obstetrics and gynecology


  • Naina Kumar Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India
  • Swanand S. Pathak Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India
  • Namit Kant Singh Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India
  • Samar Rudra Department of Obstetrics and Gynecology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, Haryana, India




Didactic lecture, Medical education, Postpartum hemorrhage, Simulation-based teaching, Teaching-learning modality


Background: Simulation involves creation of artificial depiction of clinical situations which are rarely encountered. Objectives of the study to evaluate efficacy of simulation in teaching learning process for prevention of postpartum hemorrhage amongst postgraduates of Obstetrics Gynecology department.

Methods: Prospective study was conducted in Obstetrics Gynecology department of rural tertiary centre of Northern India over 6 months. Twenty one postgraduates of Obstetrics Gynecology department were randomly assigned to either simulation teaching using mannequin / didactic lecture on Active Management of Third Stage of Labor, ten students in each group (one dropped out). Efficacy of each teaching learning method was compared using multiple choice questionnaires: pre-teaching, post-teaching, Direct Observation of Procedural Skills (DOPS) encounter using structured checklist. Student satisfaction was evaluated using feedback questionnaire. Statistical analysis was done by Mann-Whitney test using SPSS-20 software.

Results: Both groups showed no difference in performance of pretest MCQ. Comparison of DOPS performance showed, significant difference (p=0.0003) between simulation and didactic lecture group (mean marks 5.20±0.79 in Group 1 and 3.20±1.63 in Group 2). Both groups demonstrated significant improvement in post-teaching, but on comparison of post-test MCQ with pretest marks, significant difference was noted with mean difference of 7.80±1.76 in Group 1, 3.60±1.98 in Group 2, with greater improvement observed among simulation group. Students ranked simulation higher with regard to enjoyment (80%), interest (75%), relevance (75%), understanding (70%) and accessibility to ask questions (80%).

Conclusions: Simulation based teaching is better than didactic lecture as teaching learning modality especially for critical care procedures.


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Original Research Articles