Virtual reality training for postpartum uterine balloon insertion - a multi-center randomized controlled trial.

BACKGROUND: Virtual reality provides users a unique opportunity to learn through a fully immersive platform that may be beneficial in postgraduate medical education. OBJECTIVE: The primary objective of the study was to assess the feasibility of virtual reality in the training of obstetrics and gynecology residents in the insertion of a postpartum balloon for management of postpartum hemorrhage. STUDY DESIGN: A multi-center randomized control trial involving obstetric residents (n=40) from two tertiary level perinatal centers - The National Maternity Hospital & The Rotunda, Dublin, Ireland from July 3rd to July 6th 2023. Participants were randomly assigned to an intervention group (n=21) and a control group (n=19). All participants filled in a pre-study survey assessing knowledge, experience in postpartum hemorrhage management, confidence levels, experience of virtual reality and thoughts on its use in medical education. The intervention group received a virtual reality immersive tutorial whilst the control group received no teaching. The decision not to offer the control group any teaching was to reflect the current situation in our hospitals where there is no regular formal teaching on insertion of postpartum balloon prior to night or weekend duty on the labor ward. The use of VR in this scenario provides residents with a new opportunity for accessible simulation training. Both groups were then tested on insertion of a postpartum uterine balloon in a model pelvis. Residents were timed and insertion technique was objectively marked, in line with manufacturer guidelines. Following insertion on the model, participants completed a survey including assessment of knowledge, confidence levels, satisfaction, side effects & benefits of virtual reality. The primary outcome was a structured objective assessment of the residents on the insertion technique of the balloon in a pelvic model. Secondary outcomes were time taken to complete the task, knowledge and confidence levels and any side effects of virtual reality. We calculated descriptive statistics such as frequency and percentage for categorical data. The paired t-test was used to compare mean scores before and after the intervention, both for the multiple choice questionnaire and confidence levels. Statistical significance was defined as a p-value of <0.05. RESULTS: The intervention group scored significantly better in the objective technique assessment post learning experience compared to the control group (9.29/10 vs 7.26/10, P<0.001). The median time for task completion in the intervention group was significantly less than that of the control group (3minutes vs 4 minutes, P=0.012) and resident confidence improved more in the intervention VR group (0.42 vs 0.62, P<0.001). Both groups scored better in the multiple-choice questionnaire post learning experience, however there was no significant difference between them. CONCLUSION: Virtual reality is beneficial to residents for teaching insertion of a postpartum balloon, in terms of technique, time taken and confidence levels.

The virtual reality classroom: a randomized control trial of medical student knowledge of postpartum hemorrhage emergency management.

Objective: To investigate the use of a virtual reality learning environment (VRLE) to enhance medical student knowledge of postpartum hemorrhage (PPH) emergency management and insertion of a postpartum balloon. Methods: A randomized control trial involving medical students from University College Dublin, Ireland. Participants were randomly allocated to the intervention group (VRLE tutorial) or control group (PowerPoint tutorial on the same topic). All participants completed pre-learning experience and post-learning experience surveys. Both groups were timed and assessed on postpartum balloon insertion technique on a model pelvis. The primary outcome was assessment of student knowledge. Secondary outcomes included confidence levels, time taken to complete the task, technique assessment, satisfaction with the learning environment, and side effects of VR. Results: Both learning experiences significantly (p < 0.001) enhanced student performance on the post-learning experience multiple choice questionnaire, with no difference between the intervention and control groups. In the intervention group, time for task completion was significantly less compared to the control group (1-2 min vs. 2-3 min, p = 0.039). Both learning experiences significantly (p < 0.001) enhanced student confidence, with no significant difference between intervention and control groups. 100% of the students using the VRLE enjoyed the experience, and 82.4% were very likely to recommend use of VRLE in medical education. 94.1% of the students felt the VRLE was beneficial over didactic teaching. Conclusion: Receiving formal instruction, regardless of format, enhances students' knowledge and confidence of the topic covered. Students who received instruction via the VRLE assembled the postpartum balloon faster than students who received didactic teaching. VR may be beneficial in teaching hands-on procedural skills in obstetrics and gynecology education.

Pregnancy outcomes following recurrent miscarriage.

BACKGROUND: Recurrent miscarriage affects 1-2% of the population, and the literature has focussed on causes, treatment, and live birth rate. AIM: This study aimed to assess the reproductive outcomes for patients who attended a specialist recurrent miscarriage clinic for investigation and treatment. METHODS: Prospective analysis of all patients who attended a recurrent miscarriage clinic from January 2014 to January 2021. RESULTS: Of the 488 patients who attended a specialist clinic, 318 had a further pregnancy with 299 included in this study. The median age was 37 years, with 55.6% having a previous live birth. The subsequent live birth rate was 75.3%, 22.0% had a further pregnancy loss, 1.7% had an ongoing pregnancy, and 1% attended another institution after the second trimester. The rate of preeclampsia was 2.2%, pregnancy-induced hypertension was 2.2%, fetal growth restriction was 5.3%, preterm birth ≤ 34 weeks was 1.8%, and preterm birth > 34 weeks < 37 weeks was 6.6%. CONCLUSION: Patients who attend a dedicated recurrent miscarriage clinic for investigation and treatment have a high live birth rate in a subsequent pregnancy. A subsequent pregnancy following recurrent pregnancy loss does not appear to be associated with an increased risk of adverse pregnancy outcomes.

Outcomes of Uterine Rupture in the Setting of the Unscarred Compared With the Scarred Uterus.

Uterine rupture is a rare obstetric complication that is associated with maternal and neonatal morbidity and mortality. The aim of this study was to examine uterine rupture and its outcomes in the setting of the unscarred compared with the scarred uterus. A retrospective observational cohort study was performed examining all cases of uterine rupture in three tertiary care hospitals in Dublin, Ireland, over a 20-year period. The primary outcome was perinatal mortality rate with uterine rupture, which was 11.02% (95% CI 6.5-17.3). There was no significant difference in perinatal mortality between cases of scarred and unscarred uterine rupture. Unscarred uterine rupture was associated with higher maternal morbidity , defined as major obstetric hemorrhage or hysterectomy.