A randomized comparison of video demonstration versus hands-on training of medical students for vacuum delivery using Objective Structured Assessment of Technical Skills (OSATS)

Background: To compare medical students' skills for vaginal operative delivery by vacuum extraction (VE) after hands-on training versus video demonstration. Methods: We randomized medical students to an expert demonstration (group 1) or a hands-on (group 2) training using a standardized VE algorithm on a pelvic training model. Students were tested with a 40-item Objective Structured Assessment of Technical Skills (OSATS) scoring system after training and 4 days later. OSATS scores were the primary outcome. Performance time, self-assessment, confidence, and global rating scale were secondary outcomes. We assessed the constructive validity of OSATS in this VE model comparing metric scores of experts and students. Results: In all, 137 students were randomized. OSATS scores were higher in group 2 (n=63) compared with group 1 (n=74) (32.89 +/- 6.39 vs 27.51 +/- 10.27, respectively; P<0.0001). Global rating scale (1.49 +/- 0.76 vs 2.33 +/- 0.94, respectively; P<0.0001), confidence (2.22 +/- 0.75 vs 3.26 +/- 0.94, respectively; P=0.04), self-assessment (2.03 +/- 0.62 vs 2.51 +/- 0.77, respectively; P<0.0001), and performance time (38.81 +/- 11.58 seconds vs 47.23 +/- 17.35 seconds, respectively; P=0.001) also favored group 2. After 4 days, this effect persisted with OSATS scores still being significantly higher in group 2 (30.00 +/- 6.50 vs 25.59 +/- 6.09, respectively; P=0.001). The assessed OSATS scores showed constructive validity. In a multiple linear regression analysis, group assignment independently influenced OSATS scores, whereas sex, handedness, sports activities, and type of curriculum were not independently associated with OSATS scores. Conclusions: Hands-on training is superior to video demonstration for teaching VE on a pelvic model.