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Midwifery students’ retention of learning after screen-based simulation training on neonatal resuscitation: a pilot study
  1. Jessy Barré1,
  2. Daphné Michelet1,2,
  3. Jennifer Truchot3,
  4. Philippe Cabon4,
  5. Antoine Tesniere1,5
  1. 1Ilumens, Paris Descartes University, Paris, Île-de-France, France
  2. 2Department of Anesthesia and Intensive Care, Robert-Debré University Hospital, Paris, Île-de-France, France
  3. 3Department of Emergency Medicine, Lariboisière University Hospital, Paris, Île-de-France, France
  4. 4LATI, Paris Descartes University, Paris, Île-de-France, France
  5. 5Department of Anesthesia and Intensive care, European Hospital Group Georges-Pompidou, Paris, Île-de-France, France
  1. Correspondence to Dr Jessy Barré, Ilumens, Université Paris Descartes, Paris 75006, France; jessy.barre{at}gmail.com

Abstract

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
  • resuscitation
  • simulation
  • screen-based
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Footnotes

  • 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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