Self-directed versus traditional classroom training for neonatal resuscitation

Area of Science:

• Medical Education
• Neonatal Resuscitation

Background:

• Neonatal Resuscitation Program (NRP) instructors dedicate significant classroom time to lectures and basic skill demonstrations.
• Current NRP training models may not be the most efficient use of instructor and participant time.

Purpose of the Study:

• To evaluate if a self-directed education program can enhance the efficiency of neonatal resuscitation training.
• To determine if self-directed learning shifts skill acquisition outside the classroom, shortens class duration, and allows for more simulation and debriefing.

Main Methods:

• Novice healthcare providers were randomized into self-directed education or traditional classroom groups.
• Self-directed group received materials for home study and a 90-minute simulation session.
• Traditional group attended a 6-hour lecture and instructor-led skill stations.

Main Results:

• No significant differences were observed in megacode assessment scores or pass rates between groups.
• Participant satisfaction, content knowledge, and self-confidence were comparable across both educational approaches.
• Neither content knowledge, years of experience, nor self-confidence predicted resuscitation skill.

Conclusions:

• Self-directed education is an effective alternative for neonatal resuscitation training, improving educational efficiency.
• This model shifts cognitive and procedural skill acquisition to outside the classroom.
• Reduced course duration enables instructors to incorporate valuable low-fidelity simulation and debriefing sessions.