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  • Meeting abstract
  • Open Access

Simulation-based neonatal resuscitation training of medical students: is Peyton’s 4-stage approach more effective than traditional 2-stage technique?

  • 1,
  • 1,
  • 2 and
  • 2
Molecular and Cellular Pediatrics20141 (Suppl 1) :A4

https://doi.org/10.1186/2194-7791-1-S1-A4

  • Published:

Keywords

  • Medical Student
  • Objective Structure Clinical Examination
  • Neonatal Resuscitation
  • Traditional Group
  • Theoretical Part

Resuscitation of newborns is a critical procedure and requires refined skills. The contents of resuscitation guidelines and their implementation should be crucial in education of medical students. The traditional 2-stage (“see one, do one”) instruction is theory-loaded and does not provide sufficient hands-on training needed to give trainees the necessary practical experience or confidence in clinical skills. We aimed to evaluate whether simulation-based skill training by Peyton’s 4-step approach can improve the performance of medical students in neonatal resuscitation compared to traditional front-side 2-step teaching. In a prospective trial design, 49 fourth-year medical students were randomized in traditional and 4-stage groups. According to the “see one, do one” principle in the traditional group the teacher at first explained the ERC-algorithm and demonstrated the neonatal resuscitation procedure before the practitioners could train on manikins. In the “Peyton” group students were divided in small-groups with 4 trainees each and received 4-step approach training. Three days after the initial neonatal resuscitation training all students passed a standardized simulation-based scenario with newborn manikins to assess the effect of both teaching methods by an objective structured clinical examination (OSCE) and binary checklist. We modified the OSCE with a practical (pOSCE, maximal score 118) and a theoretical part (tOSCE, maximal score 74). Students in 4-stage group scored significantly higher than traditional trained participants: 113±5 vs. 68±23 (pOSCE) and 66±5 vs. 40±23 (tOSCE), all p<0.001. In conclusion, our study demonstrates that simulation-based training by Peyton’s 4-stage approach is effective to increase the performance of medical students in neonatal resuscitation.

Authors’ Affiliations

(1)
Department of Pediatrics and Neonatology, Intensive Care Medicine and Pain Therapy, University of Saarland, 66421 Homburg/Saar, Germany
(2)
Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University of Saarland, 66421 Homburg/Saar, Germany

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