Gynecology, Medical Education, Operating Rooms
Conditions
Brief summary
The goal of this clinical trial is to assess whether integrating an enhanced Surgical Operating Room (OR) curriculum into the medical student program improves knowledge and proficiency in gynecologic surgical techniques and procedures among medical students at Wayne State University. The main questions it aims to answer are: Does the Surgical Operating Room Enrichment Course increase medical students' knowledge and comfort with gynecologic surgical procedures? Does participation in the course improve students' clinical perceptions and management of gynecologic emergencies? Researchers will compare students who participate in the Surgical Operating Room Enrichment Course (intervention group) to those who complete the standard rotation (control group) to see if the enhanced curriculum leads to greater improvements in knowledge and clinical skills. Participants will: Attend virtual didactic lectures covering gynecologic anatomy, perioperative care, surgical techniques, and management of gynecologic emergencies Complete pre- and post-training surveys assessing knowledge, skills, and perceptions related to gynecologic surgery This study involves approximately 60 medical students, with participation being voluntary and all responses de-identified.
Interventions
OTHERSurgical Operating Room Enrichment Course
The intervention consists of multiple structured training sessions delivered during the gynecology rotation. Sessions include lectures on surgical principles and gynecologic procedures. The course is taught by OBGYN physicians and is designed to enhance students' proficiency in surgical techniques, perioperative care, and management of gynecologic emergencies. Educational materials are based on relevant surgical guidelines and textbooks
OTHERActive Comparator #1
Active Comparator #1
Sponsors
Wayne State University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Masking description
Not applicable. Participants, care providers, and investigators will be aware of group assignments due to the nature of the educational intervention.
Intervention model description
The study uses a prospective, parallel-group design. Medical students are stratified by their clinical rotation cohorts (5-week blocks) to ensure baseline equivalence in knowledge and experience. Each cohort is assigned either to the intervention or control arm for the duration of their rotation. The intervention group participates in the enrichment course, while the control group completes the standard rotation. Both groups complete knowledge and perception assessments at the end of their respective rotations
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Medical students currently enrolled in the Wayne State University OBGYN clinical rotation (5-week block) * Willingness to voluntarily participate in surveys and training sessions * Ability to attend all didactic lectures
Exclusion criteria
* Prior completion of a structured surgical operating room enrichment course (e.g., elective subspecialty training) * Inability to participate virtual sessions due to conflicting clinical/academic schedules * Non-English speakers (due to English-language survey instruments)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Knowledge and Proficiency in Gynecologic Surgical Techniques | From baseline (start of rotation) to end of rotation (5 weeks) | Assessed by the difference in scores on a validated knowledge and skills questionnaire administered before and after participation in the Surgical Operating Room Enrichment Course. The questionnaire evaluates understanding of gynecologic anatomy, surgical steps, perioperative care, and technical proficiency, using a combination of multiple-choice, Likert scale, and open-ended questions. Improvement will be measured by comparing pre- and post-intervention scores within and between the intervention and control groups. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Clinical Perceptions and Comfort with Gynecologic Emergencies | From baseline (start of rotation) to end of rotation (5 weeks) | Measured by the difference in self-reported confidence and comfort levels in managing gynecologic emergencies, as captured by Likert scale items and open-ended responses in the pre- and post-intervention surveys. This outcome will assess whether the enrichment course influences students' perceived preparedness for real-world clinical scenarios. |
| Participant Satisfaction with Surgical Operating Room Curriculum | At end of rotation (5 weeks) | Assessed via post-intervention survey items evaluating satisfaction with the curriculum content, teaching methods, and perceived educational value. Survey includes Likert scale and open-ended feedback questions. |
Countries
United States
Contacts
Primary ContactRichard Hsu, MD
Outcome results
None listed