Using videos in a smartphone app logbook to aid obstetricians and gynaecologists with reflection following critical events

IntroductionReflection is essential for continuous professional development. Many opportunities to reflect during training in obstetrics and gynaecology are not utilised. A Smartphone App (Healthcare Supervision Logbook), allows doctors training in obstetrics and gynaecology to view videos to aid reflection. The App incorporates a comprehensive logbook of practical skills. A self-facilitated reflective process, prompted by offering the viewing of a video when logging an event such as a shoulder dystocia, has been integrated into the logbook. The objective of this study was to evaluate how this function aids reflection.MethodsForty doctors training in obstetrics and gynaecology undertook a shoulder dystocia drill as part of a mock examination. After completing the drill, participants scored their performance on a proforma, before watching a video of simulated standard management for shoulder dystocia on a Smartphone. Participants then re-scored themselves before completing a survey. This assessed their agreement with three statements on a five-point Likert scale.Results50% of participants marked themselves lower after watching the video. 100% agreed or strongly agreed that watching the video helped them reflect on the shoulder dystocia drill. 80% agreed or strongly agreed that they would feel more prepared to deal with shoulder dystocia as a result of using the video to reflect. 93% agreed or strongly agreed that they would be willing to use a Smartphone App with videos to aid reflection following critical events. Student’s t test showed that viewing the standardised video clip on the App resulted in a significant down-marking (P<0.0005).ConclusionsMany emergency scenarios in obstetrics and gynaecology unfold quickly and are rapidly resolved, doctors-in-training need to use opportunities for self-directed reflection. Using the video self-reflection function integrated into Healthcare Supervision Logbook Smartphone App could help to prompt this process, which could be utilised in other specialities and disciplines.

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COMPARISON OF MATERNAL AND NEONATAL OUTCOME IN FORCEPS VERSUS VENTOUSE ASSISTED VAGINAL DELIVERY IN OBSTETRICS AND GYNAECOLOGY DEPARTMENT OF PMCH, PATNA, BIHAR

10.36106/ijsr/8232703 ◽

2021 ◽

pp. 1-2

Author(s):

Archana Kumari ◽

K. Manju ◽

Debarshi Jana

Keyword(s):

Vaginal Delivery ◽

Gestational Age ◽

Apgar Score ◽

Maternal Age ◽

Neonatal Outcome ◽

Shoulder Dystocia ◽

Forceps Delivery ◽

Perineal Tears ◽

Obstetrics And Gynaecology ◽

Vaginal Deliveries

Objectives: To compare the maternal and neonatal outcome following ventouse and forceps- assisted vaginal deliveries in singleton term pregnancies. Study Design: A cross-sectional study. Duration and Place of study: It was conducted at the Obstetrics and Gynaecology Department of Patna Medical College and Hospital, Patna, Bihar from May 2020 to December 2020. Patients and Methods: All patients who underwent instrumental vaginal delivery during this period, fulfilling the inclusion criteria were studied. Main maternal outcomes were perineal tears while the main neonatal outcomes were Apgar score at 1 minute and at 5 minutes after birth. Neonatal outcome included record of cephalhematoma, shoulder dystocia and need for admission to NICU. In addition to the above, maternal age, gestational age, parity and booking status were also recorded along with the indication for instrumental vaginal delivery for both ventouse and forceps delivery groups. Data was entered into SPSS-15. Percentages were calculated for all the above variables except maternal age and gestational age for which mean + SD were calculated. Chi -square test was used for qualitative variables to assess any difference between the two groups. P-value of equal to or <0.05 considered to be significant. Results: A total of 80 patients underwent ventouse delivery while 120 patients with forceps delivery were included. Mean maternal ages were 25.7+ 4.33 yrs and 25.05+3.47yrs in ventouse and forceps group respectively. 54(67%) and 95(79.16%) were primiparous in ventouse and forceps group respectively. 35(43.7%) were booked cases in ventouse group while this number was 53(44.2%) in forceps group. Fetal distress was the commonest indication of instrument application in 60(75%) and 108(90%) cases in ventouse and forceps group respectively. 16(20%) and 35(29.16%) neonates had Apgar score of <7 at 1 minute in ventouse and forceps group respectively. Apgar score of <7 at 5 minute was observed in 10(12.5%) of ventouse group while 14(11%) of forceps group. 2.5 % (n=2) and 1.66% (n=2) of neonates had shoulder dystocia in ventouse and forceps group respectively. Cephalhematoma was observed in 4(5%) of ventouse group while it was 1.5% (n=2) in forceps group. 11% (n=9) and 10% (n=12) of neonates admitted to NICU in ventouse and forceps group respectively. No case of maternal 3rd degree perineal tear observed in ventouse group while 3(2.5%) of patients had 3rd degree perineal tears in forceps group. Conclusion: Forceps deliveries are more associated with maternal morbidity while neonatal trauma is commoner among those delivered by vacuum extraction however there seems to be no difference in neonatal admission to NICU.

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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