Perspectives of OB-GYN Residents and Faculty on Resident Simulation Curricula: A Mixed-Methods Study

Simulation training facilitates skill development in low-risk environments and is increasingly widespread in residency programs. Recent simulation models have been developed for obstetrics and gynecology (OB-GYN). Simulation curricula can include a wide range of training methods. To optimize the effectiveness and acceptability of simulation curriculum, key stakeholders' (ie, residents and faculty) perspectives should be obtained before implementation.

This study used convergent-parallel mixed methods. Electronic surveys were completed by 19 of 32 OB-GYN residents (59%) and 18 of 53 OB-GYN faculty (34%). Two focus groups were conducted, one with residents (n = 12/32, 38%) and one with faculty (n = 6/53, 11%). Focus group transcripts were inductively coded independently and then collaboratively by 3 coders. Codes were categorically analyzed to elicit themes.

Focus group themes included (1) important simulation topics and content, (2) optimal timing of simulation activities, (3) ideal simulation curriculum structure, (4) barriers to education, (5) factors that shape participants' perspectives, and (6) using simulation to improve resident education. Survey responses supported these themes.

This study elucidates resident and faculty perspectives on simulation training. Both groups endorsed key ideas, including the need for a structured and standardized curriculum. Currently, no simulation curriculum standards exist. Findings demonstrate the importance of communication between residents and faculty to create an effective training curriculum that addresses the unique needs and barriers of both trainers and trainees.