2026-06-08T01:02:50Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1153252025-09-18T13:19:45Zcom_20.500.14352_14col_20.500.14352_15

Ruíz Labarta, Javier Martínez Martín, Ana Pintado Recarte, María Del Pilar González Garzón, Blanca Pina Moreno, Juan Manuel Sánchez Rodríguez, Mercedes Vallejo Gea, África Sordo Delcastillo, Luis Álvarez-Mon, Melchor Ortega, Miguel A. Bravo Arribas, Coral León Luis, Juan Antonio 2025-01-21T11:24:15Z 2025-01-21T11:24:15Z 2022 Ruiz-Labarta J, Martínez Martín A, Pintado Recarte P, González Garzón B, Pina Moreno JM, Sánchez Rodríguez M, et al. Workshop on Blood Loss Quantification in Obstetrics: Improving Medical Student Learning through Clinical Simulation. Healthcare (Switzerland). 2022;10(2). 2227-9032 10.3390/healthcare10020399 https://hdl.handle.net/20.500.14352/115325 https://doi.org/10.3390/healthcare10020399 https://www.mdpi.com/2227-9032/10/2/399 Purpose: To assess whether a clinical simulation-based obstetric blood loss quantification workshop for medical undergraduate trainees improves theoretical-practical knowledge, along with self-assurance and self-confidence. Methods: This was a quasi-experimental pre-post learning study conducted at the Gynaecology and Obstetrics Unit of the Hospital Gregorio Marañón, Madrid, Spain. Participants were volunteer students in their fourth year of a 6-year degree course in Medicine. The study period was divided into the stages: pre-workshop, intra-workshop, 2 weeks post-workshop and 6 months post-workshop. In the pre-workshop stage, students completed a brief online course in preparation for the workshop. The effectiveness of the workshop was assessed through multiple choice tests and self-administered questionnaires. Data were compared between time-points using statistical tests for paired samples. Results: Of the 142 students invited (age 21.94 ± 3.12 years), 138 accepted the offer of the workshop (97.2%), and 85.4% had no experience in managing blood loss. Between the stages pre- and 2 weeks post-workshop, significant improvements were observed in theoretical-practical knowledge (μ = 1.109), self-assurance and self-confidence. At the 6 months post-workshop stage, theoretical-practical knowledge diminished compared with 2 weeks post-workshop, returning to pre-workshop levels, while self-assurance and confidence failed to vary significantly in the longer term. Conclusions: The obstetric workshop improved theoretical-practical knowledge and the self-assurance and confidence of the medical students. Results 2 weeks post-workshop were maintained up until 6 months after the training intervention. The clinical simulation-based workshop was perceived by the students as useful and necessary. eng http://creativecommons.org/licenses/by/4.0/ open access Attribution 4.0 International Workshop on Blood Loss Quantification in Obstetrics: Improving Medical Student Learning through Clinical Simulation journal article