Objective structured assessment of medical students’ technical skills in second-degree perineal laceration repair with sponge model-based training

Abstract

PurposeIn this cohort study, we used a sponge simulator to train students in second-degree perineal laceration repair. We examined whether the training course improved the students’ skills, as measured with an objective structured assessment of technical skills (OSATS) and by a senior physician. We also examined the correlation between these ratings to assess the validity of OSATS application in this context.MethodsBetween April and July 2022, 40 medical students took part in gynecological/obstetrics training that included a lecture about perineal trauma and the viewing of a video that demonstrated second-degree perineal laceration repair using a sponge model. They then underwent initial evaluation by a senior physician and OSATS application, yielding two independent scores. After training with the sponge model, a second evaluation was performed. The OSATS assessed practical skills (8 items) and suture results (2 items). The senior physician assigned ratings on a five-point ordinal scale ranging from 1 (excellent) to 5 (poor).ResultsTraining with the sponge simulator significantly increased students’ OSATS (practical skills, p < 0.001; suture results, p < 0.05) and senior physician (p < 0.001) ratings. The OSATS and senior physician ratings correlated strongly (Spearman’s r: first assessment, – 0.72; second assessment, – 0.74; p < 0.01).ConclusionThe sponge-based training improves students’ skills for the repair of a second-degree perineal laceration. The OSATS for the sponge model might be a valid option to examine medical students in an obstetrical course.