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Training neonatal skills with simulators?
Author(s) -
Cavaleiro AP,
Guimarães H,
Calheiros FL
Publication year - 2009
Publication title -
acta pædiatrica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 115
eISSN - 1651-2227
pISSN - 0803-5253
DOI - 10.1111/j.1651-2227.2008.01176.x
Subject(s) - medicine , session (web analytics) , test (biology) , resuscitation , neonatal resuscitation , curriculum , class (philosophy) , physical therapy , emergency medicine , psychology , paleontology , pedagogy , artificial intelligence , world wide web , computer science , biology
Aim: To compare two different ways of learning (self‐study vs. simulation sessions) the adequate steps to resuscitate a neonate in the 5th year undergraduate medical curriculum. Methods: One hundred and eighty students attending the 5‐week paediatrics rotation were enrolled; 115 were invited to participate in this study, but only 45 students completed it. After a 50‐min ‘neonatal resuscitation’ theoretical interactive class, students were randomly assigned into two groups: the first (n = 21) participated in a 30‐min supervised self‐study session, while the second (n = 24) attended a 30‐min neonatal resuscitation session using the Zoe (Gaumard ® Inc., Miami, FL, USA) simulator. Results: Tests consisting of 50 multiple‐choice questions were taken before the theoretical class (pre‐theoretical test), before the self‐study or simulation session (pre‐test) and after this session (post‐test). Pre‐test and post‐test scores were similar in both groups (p = 0.118 and p = 0.263, respectively). Conclusion : Simulation‐based training of medical students in management of neonatal resuscitation do not led to significant differences on short‐term knowledge comparing with traditional method.