Emergency obstetrics knowledge and practical skills retention among medical students in Rwanda following a short training course

• Published in: International journal of gynecology and obstetrics Vol. 120; no. 2; pp. 195 - 199
• Main Authors: Homaifar, Nazaneen, Mwesigye, David, Tchwenko, Samuel, Worjoloh, Ayaba, Joharifard, Shahrzad, Kyamanywa, Patrick, Wilkinson, Jeff, Rulisa, Stephen, Thielman, Nathan M
• Format: Journal Article
• Language: English
• Published: Shannon Elsevier Ireland Ltd 01.02.2013; Elsevier
• Subjects: Biological and medical sciences; Clinical Competence - statistics & numerical data; Delivery. Postpartum. Lactation; Emergency Medical Services; Emergency obstetric care; Female; Gynecology. Andrology. Obstetrics; Humans; Knowledge and practical skills retention; Male; Maternal mortality; Medical education; Medical sciences; Obstetrics - education; Obstetrics and Gynecology; Retention (Psychology); Rwanda; Students, Medical - statistics & numerical data; Sub-Saharan Africa; Sub-Saharan Africa; Africa; Rwanda; Medical education; Maternal mortality; Knowledge and practical skills retention; Emergency obstetric care; Sub-Saharan Africa; Prognosis; Gynecology; Mortality; Retention; Knowledge; Epidemiology; Obstetrics; Pregnancy; Mother; Education; Delivery; Emergency
• ISSN: 0020-7292; 1879-3479
• DOI: 10.1016/j.ijgo.2012.07.031

Abstract Objective To describe rates of improved knowledge following a structured 2-day emergency obstetrics training course. Methods Quantitative assessments to evaluate emergency obstetrics knowledge and practical skills were administered before, immediately after, and 3–9 months following the training course for 65 final-year medical students at the National University of Rwanda. A survey was administered during the final assessment. Results In total, 52 (80.0%) students demonstrated knowledge improvement after training. Fifty-seven (87.7%) students improved or maintained their scores from the post-training written test to the final assessment, and 32 (49.2%) retained practical skills. Twenty-one (32.3%) of the class demonstrated competency in both written and practical skills. According to multivariable logistic regression analysis, female gender was associated with overall competency ( P = 0.01), and use of the internet for academic purposes more than 3–5 times per week tended toward competency ( P = 0.11). Conclusion A 2-day emergency obstetrics training course increased knowledge among medical students. Because educational policies are tailored to address high rates of maternal mortality in resource-poor settings, workshops dedicated to emergency obstetrics should be promoted.