C J Bruno1, R Angert1, O Rosen1, C Lee2, M Vega1, M Kim3, Y Yu3, P S Bernstein2, D Goffman2. 1. a Department of Pediatrics , Albert Einstein College of Medicine/the Children's Hospital at Montefiore , Bronx , NY , USA . 2. b Department of Clinical Obstetrics & Gynecology and Women's Health , Albert Einstein College of Medicine/Montefiore Medical Center , Bronx , NY , USA , and. 3. c Department of Epidemiology & Population Health , Albert Einstein College of Medicine , Bronx , NY , USA.
Abstract
OBJECTIVE: Our goal was to compare the confidence, knowledge, and performance of obstetric residents taught initial neonatal resuscitation steps in a simulation-based versus lecture-based format. METHODS: Our study was a prospective randomized controlled trial of 33 obstetric residents. Baseline confidence, knowledge, and clinical skills assessments were performed. Subjects were randomized to traditional lecture (n = 14) or simulation-based (n = 19) neonatal resuscitation curriculum with a focus on initial steps. Follow-up assessments were performed at 3 and 6 months. Total confidence, knowledge, and clinical performance scores and change from baseline in these scores were calculated and compared between groups. RESULTS: Both the lecture-based and simulated-based groups demonstrated significant improvement in confidence, knowledge, and performance over time. However, compared with the lecture group, the magnitude of the mean change from baseline in performance scores was significantly greater in the simulation group at 3 months (2.9 versus 10.1; p < 0.001), but not at 6 months (7.0 versus 9.3; p = 0.11). CONCLUSIONS: Our study demonstrates the superiority of simulation in teaching obstetric residents initial neonatal resuscitation steps compared with a traditional lecture format. Skills are retained for upwards of 3-6 months. Refresher instruction by 6 months post-instruction may be beneficial.
RCT Entities:
OBJECTIVE: Our goal was to compare the confidence, knowledge, and performance of obstetric residents taught initial neonatal resuscitation steps in a simulation-based versus lecture-based format. METHODS: Our study was a prospective randomized controlled trial of 33 obstetric residents. Baseline confidence, knowledge, and clinical skills assessments were performed. Subjects were randomized to traditional lecture (n = 14) or simulation-based (n = 19) neonatal resuscitation curriculum with a focus on initial steps. Follow-up assessments were performed at 3 and 6 months. Total confidence, knowledge, and clinical performance scores and change from baseline in these scores were calculated and compared between groups. RESULTS: Both the lecture-based and simulated-based groups demonstrated significant improvement in confidence, knowledge, and performance over time. However, compared with the lecture group, the magnitude of the mean change from baseline in performance scores was significantly greater in the simulation group at 3 months (2.9 versus 10.1; p < 0.001), but not at 6 months (7.0 versus 9.3; p = 0.11). CONCLUSIONS: Our study demonstrates the superiority of simulation in teaching obstetric residents initial neonatal resuscitation steps compared with a traditional lecture format. Skills are retained for upwards of 3-6 months. Refresher instruction by 6 months post-instruction may be beneficial.
Authors: Katherine Couturier; Ambika Bhatnagar; Rajavee A Panchal; John Parker; Ambrose H Wong; Christie J Bruno; Marc A Auerbach; Isabel T Gross; Travis Whitfill Journal: BMJ Simul Technol Enhanc Learn Date: 2019-12-24
Authors: Maria Cutumisu; Simran K Ghoman; Chang Lu; Siddhi D Patel; Catalina Garcia-Hidalgo; Caroline Fray; Matthew R G Brown; Russell Greiner; Georg M Schmölzer Journal: JMIR Serious Games Date: 2020-12-21 Impact factor: 4.143
Authors: Dana E Niles; Christiane Skåre; Elizabeth E Foglia; Elena Insley; Courtney Cines; Theresa Olasveengen; Lance S Ballester; Anne Ades; Michael Posencheg; Vinay M Nadkarni; Jo Kramer-Johansen Journal: Resusc Plus Date: 2021-02-16