role of simulation based teaching in management of postpartum hemorrhage amongst postgraduate students of department of obstetrics and gynecology: a prospective study

background: simulation teaching means recreating clinical scenario for training / evaluation. aim: to expose postgraduates to simulation / didactic lecture for postpartum hemorrhage (pph) management; to assess which method was more effective. methods: present prospective study was conducted in obstetrics gynecology department of rural tertiary center of northern india.  twenty postgraduates were randomly divided into two groups for simulation teaching / didactic lecture on pph management. analytic data included pre and post lecture multiple choice questionnaire (mcq), post-lecture direct observation of procedural skills (dops) assessment. finally, feedback survey of students was conducted to assess perceptions about two modalities of teaching. results: both groups showed no difference in pre-lecture mcq results. comparison of dops performance showed significant difference (p=0.0026) between two groups with mean marks 5.10 ± 1.10 in group 1, 3.40 ± 0.84 in group 2. significant improvement was observed in post-lecture compared to pre-lecture marks in both groups (mean difference- group 1: 7.60 ± 1.26, group 2: 4.20 ±1.01), with greater improvement among simulation group. students rated simulation better with regard to interest (70%), enjoyment (75%), topic (70%), understanding (80%), posing questions (75%). conclusions: simulation teaching was more effective in imparting skills for pph management compared to didactic lecture.