Universität zu Köln

Adams, Jana ORCID: 0000-0001-7711-9956, Stosch, Christoph ORCID: 0000-0003-1001-4310, Mallmann, Michael, Adams, Niels-Benjamin and Ludwig, Sebastian ORCID: 0000-0002-1627-1871 (2025). Bridging the gap: effects of simulation-based OB/GYN training on skills and self-perception in final-year medical students. Frontiers in Medicine, 12. pp. 1-15. Frontiers Media. ISSN 2296-858X

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Abstract

[Artikel-Nr.: 1716282] Background: Structured, simulation-based teaching is increasingly recognized as essential for clinical competence development. In Germany, however, practical training during the final year (Praktisches Jahr, PJ) remains inconsistently structured, particularly in obstetrics and gynecology (OB/GYN). Methods: A quasi-experimental pre–post study compared final-year students participating in ready4gyn , a structured OB/GYN simulation curriculum, with a comparison group from affiliated hospitals. The intervention group completed pre- and postrotation self-assessment (19 items) and objective assessments, (14 items) on 7-point Likert scales, whereas the comparison group completed postrotation self-assessment only. Non-parametric tests (Wilcoxon, Mann–Whitney U, Kruskal–Wallis) were used for analysis. Results: Among the intervention group ( N = 65), self-assessed competence and objectively measured skills increased significantly from median 50 to 54, and objectively measured skills from 27 to 47 (both p < 0.001). The discrepancy between self-perceived and actual performance decreased to near zero ( p < 0.001). When comparing groups at the end of the rotation, intervention students reported higher self-assessed competence than students in usual rotations. Conclusion: Participation in the ready4gyn curriculum was associated with substantial pre–post gains in perceived and objectively measured competence within the intervention group and with higher end-of-rotation self-assessed competence compared with students in standard clinical rotations. Because only the intervention group received objective and longitudinal assessments, conclusions regarding between-group effects are limited to self-assessment outcomes. The findings support integration of structured simulation-based training into undergraduate OB/GYN education.

Item Type:	Article
Creators:	Creators Email ORCID ORCID Put Code Adams, Jana UNSPECIFIED https://orcid.org/0000-0001-7711-9956 UNSPECIFIED Stosch, Christoph UNSPECIFIED https://orcid.org/0000-0003-1001-4310 UNSPECIFIED Mallmann, Michael UNSPECIFIED UNSPECIFIED UNSPECIFIED Adams, Niels-Benjamin UNSPECIFIED UNSPECIFIED UNSPECIFIED Ludwig, Sebastian UNSPECIFIED https://orcid.org/0000-0002-1627-1871 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-812252
Identification Number:	10.3389/fmed.2025.1716282
Journal or Publication Title:	Frontiers in Medicine
Volume:	12
Page Range:	pp. 1-15
Number of Pages:	15
Date:	16 December 2025
Publisher:	Frontiers Media
ISSN:	2296-858X
Language:	English
Faculty:	Faculty of Medicine
Divisions:	Faculty of Medicine > Anästhesiologie und Operative Intensivmedizin > Klinik für Anästhesiologie und Operative Intensivmedizin Faculty of Medicine > Frauenheilkunde > Klinik und Poliklinik für Frauenheilkunde und Geburtshilfe
Subjects:	Medical sciences Medicine
Uncontrolled Keywords:	Keywords Language medical students ; medical education ; practical skills ; curriculum ; simulation ; OB/GYN ; self-assessment alignment ; objective assessment UNSPECIFIED
['eprint_fieldname_oa_funders' not defined]:	Publikationsfonds UzK
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/81225