Ir J Med Sci. 2026 Jul 1. doi: 10.1007/s11845-026-04514-9. Online ahead of print.
ABSTRACT
AIM: This study aims to evaluate midwifery students’ achievements and feedback regarding the use of mannequin models in acquiring gynecological examination skills.
METHOD: The study was carried out using a parallel-group, randomized controlled design. A total of 68 students were included in the education and control groups. The education group received hands-on training with a gynecological examination mannequin in a laboratory setting, whereas the control group watched a gynecological examination instructional video together with the education group. Evaluations were conducted using the Learner’s Guide (LG), the Self-Confidence Scale (SCS), and the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS). The statistical significance level was set at p < 0.05.
RESULTS: A significant difference was found between the SCS and the SSSCLS scores of students in the education group, whereas there were no significant differences in the control group’s mean scores. Of the 17 procedural steps outlined in the Learner’s Guide, 13 were determined to be significantly better performed by the education group compared to the control. However, there were no significant differences between the groups in terms of ensuring the availability of all necessary materials before the procedure, maintaining patient privacy, and inspecting and palpating the external genital organs.
CONCLUSION: The use of mannequin models is an effective method for enhancing both self-confidence and student satisfaction in acquiring gynecological examination skills. It is very important to encourage the integration of simulation models in midwifery education and to emphasize the critical procedural steps outlined in the Learner’s Guide.
TRIAL REGISTRATION: Clinicaltrials.gov NCT06536192.
PMID:42384149 | DOI:10.1007/s11845-026-04514-9
