Reynolds A, Ayres-de-Campos D, Pereira-Cavaleiro A, Ferreira-Bastos L
Simulation Centre, Department of Obstetrics and Gynaecology, Faculty of Medicine, University of Porto, Portugal.
Educ Health (Abingdon). 2010 Nov;23(3):405. Epub 2010 Oct 20.
The cognitive impact of using simulation sessions in midwifery training has not been the subject of previous research. The aim of this study was to compare the effect on students' knowledge of a simulation session versus an image-based lecture, for teaching routine management of normal delivery and resolution of shoulder dystocia to midwives in training.
Sixty students were enrolled three weeks after a "labour and delivery" class, and randomly assigned to two groups. Ten were subsequently excluded as they were not able to attend the whole session and/or did not complete the tests. In the simulation group (n=26), students were divided into pairs and attended a 30-minute hands-on session in the simulation centre. In the lecture group (n=24), students participated in a 30-minute image-based interactive lecture. A ten-question multiple-choice test was taken before (pre-test) and after (post-test) both sessions, to evaluate students' knowledge of labour and delivery and shoulder dystocia. Learner satisfaction was evaluated by adding a six question Likert scale questionnaire to the post-test. Independent t-test, paired samples t-test, and Mann-Whitney test were used for statistical analysis, setting significance at p<0.05.
The simulation group showed a significantly higher mean post-test score (6.38 vs. 5.16; p=0.003) and a significantly greater inter-test score progression (p<0.0001). Overall learner satisfaction was also higher in this group (p=0.0001).
A significantly higher short-term reinforcement of knowledge and greater learner satisfaction was obtained using simulation sessions compared to image-based lectures when teaching routine management of normal delivery and resolution of shoulder dystocia to midwives in training.
在助产士培训中使用模拟课程的认知影响此前尚未成为研究主题。本研究的目的是比较模拟课程与基于图像的讲座对学生知识的影响，以便向接受培训的助产士传授正常分娩的常规管理及肩难产的解决方法。
在“分娩”课程结束三周后招募了60名学生，并将他们随机分为两组。随后有10名学生被排除，因为他们无法参加整个课程和/或未完成测试。在模拟组（n = 26）中，学生们两两一组，在模拟中心参加了30分钟的实践课程。在讲座组（n = 24）中，学生们参加了30分钟的基于图像的互动讲座。在这两个课程之前（预测试）和之后（后测试）都进行了一次包含10个问题的多项选择题测试，以评估学生对分娩和肩难产的知识掌握情况。通过在测试后添加一份包含6个问题的李克特量表问卷来评估学习者的满意度。使用独立样本t检验、配对样本t检验和曼-惠特尼检验进行统计分析，显著性设定为p<0.05。
模拟组的后测试平均得分显著更高（6.38对5.16；p = 0.003），测试间得分进步也显著更大（p<0.0001）。该组的总体学习者满意度也更高（p = 0.0001）。
在向接受培训的助产士传授正常分娩的常规管理及肩难产的解决方法时，与基于图像的讲座相比，使用模拟课程能显著获得更高的短期知识强化效果和更高的学习者满意度。
