Enhancing the Gynecologic Surgery Experience for Third-Year Medical Students: The Impact of Formal Uterine
Hannah Donovan1, Caroline George2, Lindsey Pileika3
1Department of Obstetrics and Gynecology, Inova Fairfax Hospital, Falls Church, Virginia USA.
Objective:
To evaluate the impact of a formalized uterine manipulator training program on medical students' operating room experiences during their obstetrics and gynecology clerkship.
Design:
Prospective cohort study with pre- and post-intervention surveys and a hands-on skills evaluation.
Setting:
Uterine manipulator simulation training was delivered during obstetrics and gynecology clerkship orientation at the Larner College of Medicine at University of Vermont. The sessions included a didactic video and hands-on simulation using a low-fidelity pelvic trainer.
Participants:
Eighty-eight third-year medical students rotating through the obstetrics and gynecology clerkship during the 2024-2025 academic year.
Results:
Prior to the intervention, 69.4% of students reported discomfort assisting with laparoscopic surgery. Following the intervention, over 75% of students agreed that formalized training improved their ability to participate effectively as surgical team members, increased the educational value of laparoscopic hysterectomy cases, and enhanced their comfort assisting in surgery. There was a statistically significant improvement in uterine manipulator knowledge scores between pre- and post-simulation surveys (p < 0.001). Students scored an average of 91% on the end-of-rotation technical skills evaluation.
Conclusions:
A formalized uterine manipulator simulation training program implemented during clerkship orientation improved medical students' comfort assisting with laparoscopic hysterectomy, enhanced the educational value of operative cases, and increased their effective participation as surgical team members.
