Forceps-Assisted Vaginal Delivery Objective Structured Clinical Skills Exam (OSCE)
|8562||October 26, 2011||1|
Currently, the average graduate from residency training in Obstetrics and Gynecology in the United States has performed five forceps-assisted vaginal deliveries in the surgeon’s role during training (1). The relative rarity with which this procedure is performed limits opportunities for assessment of competence. This Objective Structured Clinical Examination was designed both to provide formative feedback to learners and to assist with summative manner assessment of competence in the performance of forceps-assisted vaginal delivery.
This learning resource gives instructions and assessment tools to implement a three-station OSCE in forceps-assisted vaginal delivery. The competencies of interpersonal communication and professionalism are assessed as residents complete an informed consent discussion station, medical knowledge and patient care are assessed at a forceps-assisted vaginal delivery simulation station, and patient care and professionalism are assessed at a documentation station.
Petruska S, Bohnert C. Forceps-Assisted Vaginal Delivery Objective Structured Clinical Skills Exam (OSCE). MedEdPORTAL Publications; 2011. Available from: https://www.mededportal.org/publication/8562 http://dx.doi.org/10.15766/mep_2374-8265.8562
- To conduct an informed consent discussion for operative vaginal delivery.
- To perform a forceps-assisted vaginal delivery with the obstetrical simulator demonstrating appropriate technique.
- To write a delivery note properly documenting the procedure.
- OSCE, Operative Vaginal Delivery, Forceps-Assisted Vaginal Delivery, Informed Consent
Obstetrics & Gynecology
- Obstetrics & Gynecology
Interpersonal & Communication Skills
Knowledge for Practice
Practice-based Learning & Improvement
Evaluation of Clinical Performance
- Clinical Skills/Doctoring
- Medical Student
Professional School Post-Graduate Training
Authors & Co-Authors
Sara Petruska, MD
University of Louisville School of Medicine
Carrie Bohnert, MPA
University of Louisville School of Medicine
Effectiveness and Significance
Following our implementation of this session in our residency training program, residents indicated an increased level of comfort with forceps-assisted vaginal delivery and we noted an increase in our operative vaginal delivery volume. This Objective Structured Clinical Examination allows programs to provide formative feedback to learners and to assist in a summative manner with assessment of competence in the performance of forceps-assisted vaginal delivery.
Special Implementation Guidelines or Requirements
Needed resources include two faculty members, two standardized patients, two obstetrical simulators and two sets of obstetrical forceps.
It helps to give learners an estimate of the length of time they may wait before beginning the session, and to have related or unrelated educational materials on hand so that they may use this time productively. Having the on-deck area in a separate room can minimize distractions in the testing area, but may slow progress through the stations as the waiting residents will need to be notified when a counseling station opens. At times, a resident may complete the counseling at station 1 and find that delivery station 1 is still occupied but delivery station 2 is available; it facilitates progress to allow the residents to proceed to the first available station. The residents completing the stations later in the session will have had more time to review the ACOG Practice Bulletin, which might yield greater facility in the informed consent counseling station but would not be expected to affect performance at the delivery station or the documentation station. We have found it difficult to realistically simulate vacuum-assisted delivery with our simulators due to vacuum pop-offs despite the amount of lubricant spray used on the simulator.
This information is made available under the Creative Commons license.
Publications, Presentations, and/or Citations for this Publication
- ACGME National Case Log statistics, 2010.
- MIRS adapted by Gayle Gliva-McConvey et all, The Theresa A Thomas Professional Skills Teaching & Assessment Center at Eastern Virginia Medical School and used with permission.
- Angoff, Scales, norms and equivalent scores. In R.L. Thorndike (Ed.), Educational Measurement (2nd ed pp 508-600). Washington, DC: American Council on Education, 1971.