ArticleBMC medical education2025
Incorporating obstetrical simulation into physician assistant didactic curriculum.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundEnsuring physician assistant (PA) students are adequately prepared and exposed to women’s health competencies is a requirement for PA programs regulated by Accreditation Review Commission on Education for Physician Assistants (ARC-PA). Over the years, there has been a growing shortage of clinical rotation sites in women’s health, particularly those offering obstetrical experiences. Medical simulation is being suggested as an alternative method to supplement a student’s experience and to bridge knowledge gaps. Program faculty at the Philadelphia College of Osteopathic Medicine Physician Assistant Program developed, implemented, and piloted a simulated vaginal delivery experience performed on high-fidelity manikins for students in the didactic year. The labor and delivery experience enhanced clinical skills for upcoming clinical rotations through case-based learning.
methodsDuring this pilot study, high-fidelity childbirth simulation manikins were utilized to offer didactic students a technologically innovative learning experience. Didactic students completed pre- and post-surveys evaluating their experience, knowledge, perspective and skill sets acquired in the labor and delivery setting. Conventional qualitative content analysis was applied to students’ optional narrative comments from the post-simulation survey.
resultsThe pre and post-survey response rate was 98% and 74% respectively. Survey results demonstrated a positive student experience. Survey conceptually matched categories yielded high response regarding reinforcing clinical knowledge (93.4% pre-survey, 94.3% post-survey), hands-on/practical skills (92.3% pre-survey, 90.0% post-survey), and understanding/applying skills (93.4% pre-survey and 92.8% post-survey). Conventional qualitative content analysis revealed two prominent themes of Preparation for Clinical Rotations and Enhancing Knowledge Beyond the Classroom.
conclusionIncorporating obstetrical simulation into the PA curriculum improves student preparation and comfort prior to real-life situations during clinical rotations. Data supports the use of problem-based obstetrical simulation as a valuable teaching alternative. Future research should evaluate the potential improvements in standardized testing scores in the field of women’s health after completing this problem-based learning simulation activity.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.