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Undergraduate medical training of neonatal resuscitation: scenario development and educational impact study.

Guimarães, H; Aparício, J; Pereira, A R; Sá Couto, C D; Santos, L A

Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare: Fall 2006 - Volume 1 - Issue 3 - p 188
Abstracts: Abstracts Presented at the 12th Annual Meeting of the Society in Europe for Simulation Applied to Medicine (SESAM): June 29-July 1, 2006 * Porto, Portugal: Theme Session Presentation # 29

1Departamento de Pediatria e Faculdade de Medicina, Universidade do Porto, Portugal, 2Centro de Simulação Biomédica, Faculdade de Medicina, Universidade do Porto, Porto, Portugal, 3 Instituto de Engenharia Biomédica (INEB), Universidade do Porto, Porto, Portugal

A simulator-based teaching scenario in neonatal resuscitation is being developed in the Biomedical Simulation Centre, Faculty of Medicine, University of Porto, for undergraduate students training in Pediatrics. The main objective of these simulation classes is to provide a bridge between theoretical classes and real life situations. A study to evaluate the impact on knowledge transfer and trainee satisfaction is being conducted.

The neonatal resuscitation training scenario can be divided into 4 categories of action: rapid assessment and initial steps of action - airway evaluation (A); breathing and ventilation, including bag-mask or bag-tube ventilation (B); circulation and chest compressions (C) and fluids or drugs administration (D). At the end of the training, each student should be able to adopt the correct steps of action.

To assess the transfer of knowledge, the students are randomly assigned to two groups to compare two learning experiences: (a) supervised self-study and (b) simulation based training class using the scenario described above. Tests to evaluate concepts on neonatal resuscitation are taken before the assistance to theoretical classes (pre-test), after the self-study or simulation based training class (1st post-test) and 12–15 days later (2nd post-test). Questions about the trainee satisfaction are added to the 2nd post-test. At the conference we expect to present preliminary results.

© 2006 Society for Simulation in Healthcare