Cureus. 2025 Mar 31;17(3):e81532. doi: 10.7759/cureus.81532. eCollection 2025 Mar.
ABSTRACT
Background Obstetrical emergencies are multifaceted and complex, and their urgency demands a combination of clinical skills. As a result, it is generally observed that minimum teaching takes place during these emergencies. This study aimed to formulate a simulation learning module centered on chosen obstetrical emergencies and evaluate its efficacy in measuring the competency of undergraduate midwifery students. Design and participants The study utilized a non-randomized time series interventional research design among 188 midwifery students (control group 90, intervention group 98). A hybrid simulation was administered to the intervention group. The research employed several tools: a proforma for background variables, a structured questionnaire, and the Objective Structured Clinical Examination (OSCE) of selected obstetrical emergencies. Results In the present study, 98% of participants in the control group demonstrated inadequate competency in the pretest, post-test I, and post-test II. In contrast, all participants (100%) in the intervention group had adequate competency followed by moderately adequate competency in the post-test I and post-test II. The study reported that there was a significant difference between the assessments (pretest, post-test-I, post-test-II) in the knowledge and skills of the interventional group with the effect size (eta squared=0.70, 0.99), respectively. The results showed a statistically significant difference (P<0.001) in overall competency scores between the control and intervention groups at pretest, with a moderate effect size (Cohen’s d=0.68). The intervention group demonstrated substantial improvements at post-test I (Cohen’s d=23.61) and post-test II (Cohen’s d=15.83). Conclusion Hybrid simulation is an appropriate method for equipping healthcare providers to gain and maintain competence in managing obstetric emergencies. Therefore, simulation must be incorporated into the curriculum to allow students to immerse themselves in their clinical learning, which enhances their communication, confidence, and satisfaction.
PMID:40314050 | PMC:PMC12043380 | DOI:10.7759/cureus.81532
