Journal
ARCHIVES OF GYNECOLOGY AND OBSTETRICS
Volume 304, Issue 6, Pages 1383-1386Publisher
SPRINGER HEIDELBERG
DOI: 10.1007/s00404-021-06133-4
Keywords
OBGYN; Simulation-based curriculum; Undergraduates; Medical schools; Simulation; Clinical skills; Strategies; Challenges; Fidelity; COVID-19
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Funding
- University of Dundee
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Despite having a good understanding of medicine, doctors lack clinical skills and the ability to apply knowledge to patient care. Medical education should focus on system-oriented core curriculum with an emphasis on problem-based learning.
Despite having a good understanding of medicine, doctors lack clinical skills, problem-solving abilities, and the ability to apply knowledge to patient care, particularly in unanticipated circumstances. To overcome this, medical education has evolved into a system-oriented core curriculum with cognitive, psychomotor, and affective learning goals. With an emphasis on problem-based learning, the educator's aim is to establish a long-term, predetermined improvement in the learner's behavior, acquired skills, and attitudes (Datta R, Upadhyay KK, Jaideep CN. Simulation and its role in medical education. Med J Armed Forces India. 2012;68(2):167-172. https://doi.org/10.1016/S0377-1237(12)60040-9). However, teaching these disciplines to real patients is almost impossible; this is where simulation comes in. This opinion paper will discuss the relevance and necessity of a simulation-based undergraduate curriculum in obstetrics and gynecology. What are the biggest obstacles that medical schools face in making the most of simulation-based learning, and how can they be overcome?
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