Self-directed video versus instructor-based neonatal resuscitation training: a randomized controlled blinded...

Area of Science:

• Medical Education
• Neonatal Resuscitation
• Simulation Training

Background:

• Neonatal resuscitation is a critical skill for healthcare providers.
• Effective training methods are essential for ensuring provider competency.
• Evaluating different teaching modalities is crucial for optimizing neonatal resuscitation education.

Purpose of the Study:

• To compare the efficacy of a video-assisted, self-directed neonatal resuscitation skills course versus a video-assisted, facilitator-led course.
• To assess the impact of instructional facilitation on learning neonatal resuscitation techniques.

Main Methods:

• A multicenter, randomized, blinded, non-inferiority-controlled trial was conducted.
• Novice providers were assigned to either a self-directed video group or an instructor-facilitated video group.
• Skills performance was evaluated using an Objective Structured Clinical Exam (OSCE), and knowledge was assessed via a written test.

Main Results:

• 92.6% of the self-directed video group and 89.4% of the facilitator-led group achieved competency in positive pressure ventilation.
• Objective Structured Clinical Exam passing rates were low across both groups.
• Knowledge survey scores were comparable and demonstrated non-inferiority between the two teaching methods.

Conclusions:

• Video self-instruction provides foundational positive pressure ventilation skills and knowledge for novice providers.
• Self-directed learning alone was insufficient for achieving mastery of basic neonatal resuscitation in a simulated setting.
• Facilitator-led instruction may be necessary to enhance skills performance beyond basic competency.