A prospective cohort study on ultrasound simulation training in gynecology and obstetrics using pelvic, fetometry, and breast models
4 affiliations
- 1Department of Gynecology and Obstetrics, Heinrich-Heine-University Düsseldorf, Moorenstraße 5, Düsseldorf, 40225 Germany
- 2Institute of Medical Sociology, Centre for Health and Society, Medical Faculty and University Hospital Duesseldorf, Heinrich-Heine-University Düsseldorf, Düsseldorf, Germany
- 3Simulation Center of the Department of Anaesthesiology, Heinrich-Heine-University Düsseldorf, Düsseldorf, Germany
- 4Department of Gynecology and Obstetrics, University Hospital Schleswig-Holstein Campus Lübeck, Lübeck, Germany
Abstract
Background: Ultrasound is an essential diagnostic modality in modern medicine due to its wide availability, safety, and versatility. However, its diagnostic accuracy is highly dependent on operator proficiency. Despite growing recommendations from professional societies for early and structured ultrasound education, training often begins late and predominantly in clinical practice. Simulation-based ultrasound training offers a safe and standardized learning environment, particularly for intimate examinations in gynecology and obstetrics. This study aimed to evaluate the educational effectiveness of a mandatory ultrasound simulation training integrated into an undergraduate medical curriculum.
Methods: In this prospective cohort study, n = 143 fifth-year medical students enrolled in a mandatory obstetrics and gynecology module were allocated via a quasi-randomized approach to an intervention group or a waitlist-control group. The intervention consisted of three 20-min ultrasound simulation sessions using high-fidelity models for transvaginal sonography, fetometry, and breast ultrasound. Knowledge acquisition and self-efficacy were assessed using study-specific, pilot-tested pre- and post-intervention questionnaires. Group-level statistical analyses were performed to evaluate learning outcomes.
Results: A total of 126 students completed the post-test (waitlist-control group n = 55; intervention group n = 71). Baseline characteristics and pre-test knowledge scores did not differ significantly between groups. After the intervention, the intervention group demonstrated a significantly greater increase in ultrasound knowledge compared to the waitlist-control group (p = .005). Participants reported high satisfaction with the training and increased self-confidence in ultrasound application. The majority (87%) expressed a desire for extended training duration.
Conclusions: Mandatory ultrasound simulation training significantly improves undergraduate medical students’ ultrasound knowledge and self-confidence, even after short training interventions. These real-life evaluation data support simulation-based ultrasound education as an effective and feasible component of competency-based medical curricula.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10682-0.
Related
- Point-of-care ultrasound in obstetrics and gynecology: latest advancements and evolution.
- Menopause Education in Obstetrics and Gynecology Residency Training: A Scoping Review
- To what extent is enhanced recovery in surgery used in French obstetrics and gynecology departments?
- Repply to: When technology advances faster than competence: the risk of deskilling in obstetrics and gynecology.
- Prevalence and associated factors of repeat induced abortion among women at a tertiary obstetrics and gynecology hospital in Vietnam: a cross sectional study.
BibTeX
@article{tuscher2026prospective,
title = {{A prospective cohort study on ultrasound simulation training in gynecology and obstetrics using pelvic, fetometry, and breast models}},
author = {Lea Tüscher and Simone Weyers and Max Arslan and Tanja Fehm and Felix Borgmeier and Bernadette Jäger and Martina Helbig and Maggie Banys-Paluchowski and Jan Cieslik and Josefine Wadenpohl and Melissa Neubacher and Natalia Krawczyk},
journal = {BMC Medical Education},
year = {2026},
month = oct,
doi = {10.1186/s12909-026-10682-0},
url = {https://doi.org/10.1186/s12909-026-10682-0},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - A prospective cohort study on ultrasound simulation training in gynecology and obstetrics using pelvic, fetometry, and breast models
AU - Lea Tüscher
AU - Simone Weyers
AU - Max Arslan
AU - Tanja Fehm
AU - Felix Borgmeier
AU - Bernadette Jäger
AU - Martina Helbig
AU - Maggie Banys-Paluchowski
AU - Jan Cieslik
AU - Josefine Wadenpohl
AU - Melissa Neubacher
AU - Natalia Krawczyk
PY - 2026
DA - 2026/10/27
JO - BMC Medical Education
DO - 10.1186/s12909-026-10682-0
UR - https://doi.org/10.1186/s12909-026-10682-0
AB - Background: Ultrasound is an essential diagnostic modality in modern medicine due to its wide availability, safety, and versatility. However, its diagnostic accuracy is highly dependent on operator proficiency. Despite growing recommendations from professional societies for early and structured ultrasound education, training often begins late and predominantly in clinical practice. Simulation-based ultrasound training offers a safe and standardized learning environment, particularly for intimate examinations in gynecology and obstetrics. This study aimed to evaluate the educational effectiveness of a mandatory ultrasound simulation training integrated into an undergraduate medical curriculum. Methods: In this prospective cohort study, n = 143 fifth-year medical students enrolled in a mandatory obstetrics and gynecology module were allocated via a quasi-randomized approach to an intervention group or a waitlist-control group. The intervention consisted of three 20-min ultrasound simulation sessions using high-fidelity models for transvaginal sonography, fetometry, and breast ultrasound. Knowledge acquisition and self-efficacy were assessed using study-specific, pilot-tested pre- and post-intervention questionnaires. Group-level statistical analyses were performed to evaluate learning outcomes. Results: A total of 126 students completed the post-test (waitlist-control group n = 55; intervention group n = 71). Baseline characteristics and pre-test knowledge scores did not differ significantly between groups. After the intervention, the intervention group demonstrated a significantly greater increase in ultrasound knowledge compared to the waitlist-control group (p = .005). Participants reported high satisfaction with the training and increased self-confidence in ultrasound application. The majority (87%) expressed a desire for extended training duration. Conclusions: Mandatory ultrasound simulation training significantly improves undergraduate medical students’ ultrasound knowledge and self-confidence, even after short training interventions. These real-life evaluation data support simulation-based ultrasound education as an effective and feasible component of competency-based medical curricula. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10682-0.
SN - 1472-6920
ER -