Translational Biomedicine

  • ISSN: 2172-0479
  • Journal h-index: 18
  • Journal CiteScore: 5.91
  • Journal Impact Factor: 4.11
  • Average acceptance to publication time (5-7 days)
  • Average article processing time (30-45 days) Less than 5 volumes 30 days
    8 - 9 volumes 40 days
    10 and more volumes 45 days
Awards Nomination 20+ Million Readerbase
Indexed In
  • Open J Gate
  • Genamics JournalSeek
  • JournalTOCs
  • ResearchBible
  • The Global Impact Factor (GIF)
  • China National Knowledge Infrastructure (CNKI)
  • CiteFactor
  • Scimago
  • Electronic Journals Library
  • Directory of Research Journal Indexing (DRJI)
  • OCLC- WorldCat
  • Proquest Summons
  • Publons
  • MIAR
  • University Grants Commission
  • Geneva Foundation for Medical Education and Research
  • Euro Pub
  • Google Scholar
  • Secret Search Engine Labs
  • ResearchGate
  • International Committee of Medical Journal Editors (ICMJE)
Share This Page


Efficacy of Obstetric Simulation in the Learning of Skills Related to Birthing Care in Medical Students, Medellin-Colombia

Jaiberth Antonio Cardona-Arias , Juan Pablo Córdoba and Adrián Augusto Velásquez Ibarra

Introduction: In Colombia, studies regarding the effectiveness of simulation-based medical training programmes are scarce.
Objective: To evaluate the effectiveness of a simulationbased obstetric educational intervention in the learning of skills related to birthing care in medical students in Medellin (Colombia).
Methods: A randomized experimental study of 28 students who received the intervention and 21 students who did not receive the intervention and served as the control group. A scale was constructed and psychometrically evaluated to measure competencies in three domains, Being, Knowing, and Doing, in birthing care; this scale was applied before and after the intervention, generating a rating between 0 (poorest) and 100 (best). The effectiveness of the educational intervention was evaluated using differences-indifferences and linear regression analysis.
Results: The scale showed excellent psychometric properties in the domains of knowing and doing, with Cronbach’s α-value greater than 0.80; furthermore, 100% success in internal consistency, discriminant power, and content validity added to the high explained variance. The intervention did not generate significant changes in the competency in the being domain and was effective in improving competencies in the Knowing and Doing domains, with increases of 23.9 and 27.2 points, respectively.
Conclusion: The simulation-based birth-related skills learning programme was effective in increasing the competencies of knowing and doing in medical students.