A prospective cohort study on ultrasound simulation training in gynecology and obstetrics using pelvic, fetometry,...

Ultrasound is an essential diagnostic modality in modern medicine due to its wide availability, safety, and versatility. However, its diagnostic accuracy is highly dependent on operator proficiency. Despite growing recommendations from professional societies for early and structured ultrasound education, training often begins late and predominantly in clinical practice. Simulation-based ultrasound training offers a safe and standardized learning environment, particularly for intimate examinations in gynecology and obstetrics. This study aimed to evaluate the educational effectiveness of a mandatory ultrasound simulation training integrated into an undergraduate medical curriculum.

In this prospective cohort study, n = 143 fifth-year medical students enrolled in a mandatory obstetrics and gynecology module were allocated via a quasi-randomized approach to an intervention group or a waitlist-control group. The intervention consisted of three 20-min ultrasound simulation sessions using high-fidelity models for transvaginal sonography, fetometry, and breast ultrasound. Knowledge acquisition and self-efficacy were assessed using study-specific, pilot-tested pre- and post-intervention questionnaires. Group-level statistical analyses were performed to evaluate learning outcomes.

A total of 126 students completed the post-test (waitlist-control group n = 55; intervention group n = 71). Baseline characteristics and pre-test knowledge scores did not differ significantly between groups. After the intervention, the intervention group demonstrated a significantly greater increase in ultrasound knowledge compared to the waitlist-control group (p = .005). Participants reported high satisfaction with the training and increased self-confidence in ultrasound application. The majority (87%) expressed a desire for extended training duration.

Mandatory ultrasound simulation training significantly improves undergraduate medical students' ultrasound knowledge and self-confidence, even after short training interventions. These real-life evaluation data support simulation-based ultrasound education as an effective and feasible component of competency-based medical curricula.