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Cosiendo sabiduría: experiencias de estudiantes y educadores de partería con entrenadores de reparación perineal
Loretta Musgrave1, Frederique Sunstrum2, Sabera Turkmani3
1Collective for Midwifery, Child and Family Health, School of Nursing and Midwifery, Faculty of Health, University of Technology, Sydney, Australia; School of Nursing and Midwifery, Faculty of Health, University of Technology, Sydney, Australia.
Aim:
This study investigated midwifery students' and educators' experiences using various perineal repair task trainers (PRTTs) in simulation-based training to reveal critical gaps in current educational trainers.
Background:
Perineal tears affect up to 90 % of vaginal births, making effective tear identification and repair vital to reduce complications. Current PRTTs used in midwifery education lack anatomical realism and fidelity, limiting the development of essential suturing skills in the simulated environment.
Design:
A participatory, mixed-methods study was conducted at the University of Technology, Sydney in 2024.
Methods:
Twenty midwifery students (n = 10) and midwifery educators (n = 10) engaged with five PRTT models during structured workshops. Quantitative data were collected through surveys and analysed using descriptive statistics and correlations. Qualitative data from focus groups and structured observations were analysed via inductive content analysis and triangulated with visual data.
Results:
Satisfaction with current PRTTs varied, whilst 40 % of students reported dissatisfaction. Three themes emerged: (1) effectiveness, usability and durability, (2) realism and fidelity and (3) scaffolding and learning progression. Some trainers provided realistic texture and anatomy, but others lacked durability or feedback. Users adapted techniques to overcome ergonomic issues, highlighting the need for visual cues, tactile responsiveness and flexible learning tools.
Conclusions:
Current perineal repair task trainers lack anatomical fidelity and effective design, limiting their educational value. This study highlights user-informed improvements and advocates for realistic, durable and modular models that support culturally inclusive, progressive skill development in midwifery education.
