- http://orcid.org/0000-0003-3149-2274Jessy Barré1,
- Daphné Michelet1,2,
- Jennifer Truchot3,
- Philippe Cabon4,
- Antoine Tesniere1,5
- 1 Ilumens, Paris Descartes University, Paris, Île-de-France, France
- 2 Department of Anesthesia and Intensive Care, Robert-Debré University Hospital, Paris, Île-de-France, France
- 3 Department of Emergency Medicine, Lariboisière University Hospital, Paris, Île-de-France, France
- 4 LATI, Paris Descartes University, Paris, Île-de-France, France
- 5 Department of Anesthesia and Intensive care, European Hospital Group Georges-Pompidou, Paris, Île-de-France, France
- Correspondence to Dr Jessy Barré, Ilumens, Université Paris Descartes, Paris 75006, France;
Simulation in medical education is widely used to teach both technical and non-technical skills. The use of tools such as screen-based simulation raises the question of their efficiency and the retention rate for knowledge and skills. In this study, we measured midwives’ retention of learning after screen-based simulation training on neonatal resuscitation. 14 midwifery students participated in this pilot study. They undertook two screen-based simulation sessions 2 months apart. Measurements included a knowledge quiz, a self-efficacy assessment and two experts’ evaluations of the Anaesthetists’ Non-Technical Skills (ANTS) and Neonatal Resuscitation Performance Evaluation (NRPE) scoring (non-technical and technical skills, respectively). A demographic survey with open-ended questions on professional experience and learning concluded the study. We showed an improvement in the self-efficacy assessment (p<0.05), the knowledge quiz (p<0.01) and the ANTS evaluation (p<0.0001). However, there was no significant difference in the NRPE score. The students enjoyed the apprenticeship aspect of the screen-based simulation. Repeated exposure to a screen-based simulation on neonatal resuscitation could be advantageous for non-technical skills training, self-confidence and retention of knowledge. This is still a work in progress, undergoing further investigation with more participants and new variables.
- medical education
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Contributors Conceived and designed the experiment: all authors. Collected data, data analysis, wrote the paper: JB and DM. Rereading: JT, PC and AT.
Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.
Competing interests None declared.
Patient consent for publication Not required.
Provenance and peer review Not commissioned; externally peer reviewed.
Data availability statement Data are available upon reasonable request. The data that support the findings of this study are available from the corresponding author, JB, upon reasonable request.
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