Amniocentesis learning: Use of a home-made simulator
P Coste-Mazeau1, J-L Eyraud2, L Ponthier3
1Limoges Regional University Hospital, Department of Gynecology and Obstetrics, Mother and Children's Hospital, 87000 Limoges, France; Center for Biology and Health Research, RESINFIT, Inserm U1092, University of Limoges and Limoges Regional University Hospital, 87000 Limoges, France.
Background:
Amniocentesis is the most performed invasive prenatal diagnostic procedure. Learning the procedure is difficult for the learner, the teacher and the patient because of the risks inherent to this technique and the anxiety generated by the procedure. The objective of this work was to evaluate a theoretical and practical amniocentesis training workshop using a simulator.
Methods:
We were inspired by Pierre Jean's precepts for the planning of a medical training. We then carried out the pedagogical session with the gynecology residents of our Regional University Hospital, a type 3 maternity hospital in France. We evaluated the theoretical learning through a questionnaire before and after the training and then the practical session on a home-made simulator. The satisfaction of the participants was assessed by a questionnaire at the end of the session.
Results:
Fifteen learners, from the first to the last semester of internship, participated in the training. The median score of the pre-training questionnaire ("pre-test" questionnaire) was 3.3 out of 10 (min = 1, max = 6) and that of the post-training questionnaire ("post-test" questionnaire) was 7.9 out of 10 (min = 6, max = 9). The post-training scores were significantly higher (p < 0.0007). The average score for the practical training was 30.5 out of 40 (24-36). 93 % of the learners were fully satisfied with the theoretical training and 100 % stated that they had improved their technical skills.
Conclusion:
The residents in our department expressed a need for training in this invasive procedure of antenatal diagnosis. The training proved to be beneficial following the evaluation of the learning but also following the feedback of the learners.
