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Related Experiment Video

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Advanced neonatal procedural skills: a simulation-based workshop: impact and skill decay.

Amelie Stritzke1,2,3, Prashanth Murthy4,5, Elsa Fiedrich4,5

  • 1Section of Neonatology, Department of Pediatrics, Cumming School of Medicine, University of Calgary, Libin Cardiovascular Institute of Alberta, Alberta Children's Hospital Research Institute, Foothills Medical Centre, 780-1403 29Th St NW, Calgary, AB, T2N 2T9, Canada. Amelie.Stritzke@albertahealthservices.ca.

BMC Medical Education
|January 13, 2023
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Summary
This summary is machine-generated.

Simulation training significantly improved advanced neonatal procedural skills for trainees, though skill decay occurred over time. Reminder sessions may be needed for certain procedures like chest tube insertion and defibrillation.

Keywords:
Neonatal proceduresProceduresSimulationSkill decayWorkshop

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Area of Science:

  • Medical Education
  • Neonatal Medicine
  • Surgical Skills Training

Background:

  • Neonatal Perinatal Medicine (NPM) trainees require competence in advanced procedural skills.
  • Simulation offers a valuable tool for acquiring and practicing these skills, especially given gaps in traditional training.
  • Understanding the impact of simulation on competence and skill decay is crucial for effective training.

Purpose of the Study:

  • To evaluate the effectiveness of a simulation-based workshop on advanced neonatal procedures.
  • To assess skill acquisition, self-perceived competence, comfort, and cognitive knowledge.
  • To investigate skill decay over 9-12 months and the impact of a booster session.

Main Methods:

  • A 4-hour simulation workshop covered 6 rare, life-saving procedures.
  • Direct Observation of Procedural Skills (DOPS), self-assessment, and cognitive tests were administered at four time points.
  • Participants included Neonatal Perinatal Medicine trainees and senior pediatric volunteers.

Main Results:

  • DOPS scores improved significantly for most procedures post-workshop, with notable gains in defibrillation and chest tube insertion.
  • Skill decay was observed after 9-12 months, particularly for exchange transfusion.
  • Self-perceived competence, comfort, and knowledge increased across all procedures.

Conclusions:

  • Simulation effectively enhances preceptor-assessed procedural skills, except for exchange transfusion.
  • Skill decay necessitates consideration of refresher training, with specific procedures like chest tube insertion and defibrillation potentially benefiting from reminder sessions.
  • Trainees' observed skills surpassed their self-assessments, highlighting the value of objective evaluation.