Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
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.
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Surgical Operating Room Enrichment Course | Experimental | Participants in this arm will receive the enhanced Surgical Operating Room (OR) Enrichment Course as part of their medical student curriculum. This intervention includes both didactic lectures led by gynecology-trained physicians. The curriculum covers preoperative evaluation, perioperative complication prevention, gynecologic anatomy, surgical techniques, gynecologic emergencies, operative decision-making, postoperative care, and OR tasks and procedures. Participants will complete pre- and post-intervention surveys to assess changes in knowledge, proficiency, and clinical perceptions related to gynecologic surger |
|
| Standard Curriculum (Control) | Active Comparator | Participants in this arm will follow the standard medical student curriculum for the gynecology rotation, without the additional enrichment course. At the end of their rotation, they will complete a questionnaire assessing their baseline knowledge and perceptions of gynecologic surgery. No additional didactic or hands-on surgical skills training beyond the standard curriculum will be provided to this group |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Surgical Operating Room Enrichment Course | Other | 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 |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Knowledge and Proficiency in Gynecologic Surgical Techniques | 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. | From baseline (start of rotation) to end of rotation (5 weeks) |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Clinical Perceptions and Comfort with Gynecologic Emergencies | 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. |
Not provided
Inclusion Criteria:
Exclusion Criteria:
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Richard Hsu, MD | Contact | 9143628885 | rihsu@med.wayne.edu |
Not provided
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Wayne State University SOM, Dept of OBGYN | Recruiting | Detroit | Michigan | 48201 | United States |
Deidentified individual participant data,including data dictionaries, survey responses, and outcome measures, will be shared with qualified researchers for independent scientific research, following publication of the main results. No personal identifiers or protected health information (PHI) will be included.
Data will be available beginning 6 months after publication of the main results and for up to 36 months thereafter.
Access to IPD and supporting documents will be granted to qualified researchers with an approved research proposal and statistical analysis plan. Requestors must sign a data sharing agreement too. Requests can be submitted to the principal investigator via institutional contact.
Not provided
Not provided
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
Not provided
Not provided
Not applicable. Participants, care providers, and investigators will be aware of group assignments due to the nature of the educational intervention.
Not provided
|
| Active Comparator #1 | Other | Active Comparator #1 |
|
| From baseline (start of rotation) to end of rotation (5 weeks) |
| Participant Satisfaction with Surgical Operating Room Curriculum | 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. | At end of rotation (5 weeks) |