Lai N M, Ngim C F, Fullerton P D
Department of Paediatrics, Monash University Sunway Campus, Clinical School Johor Bahru, Johor, Malaysia.
Educ Health (Abingdon). 2012 Nov;25(2):105-10. doi: 10.4103/1357-6283.103457.
Despite being an essential clinical skill, many junior doctors feel unprepared to perform neonatal resuscitation. We introduced a neonatal resuscitation training workshop in 2009 for our final-year medical students.
We assessed the effectiveness of our workshop in improving knowledge immediately post-training and at the end of the year.
We retrospectively analysed the data of our students who attended the workshops during their Paediatric posting in small groups. The workshop was adapted from the American Academy of Paediatrics (AAP) Neonatal Resuscitation Provider (NRP) programme, and included overview lectures, practical simulation, interactive video scenarios and assessments (pre- and post-tests), which comprised 21 multiple-choice questions covering evaluation, practical actions and theory. We repeated the assessment in the final week of the students' medical training ("final test"). We analysed the data using paired t-test, analysis of variance (ANOVA), linear regression and Friedman's test.
All 56 students attended the workshops. Their mean scores (out of 21) were 11.7 (SD 2.5) (pre-test), 16.2 (SD 1.9) (post-test) and 13.6 (SD 2.3) (final test) (P ≤ 0.001 for all pair-wise comparisons). The workshop's timing (earlier or later in the year) had no relationship with the students' final test scores (P = 0.96). In the final test, 68.5%, 67.4% and 60.6% on average answered correctly questions on practical action, theory and evaluation, respectively (P = 0.03).
Our workshop produced a modest gain in student knowledge on neonatal resuscitation at the end of their medical course. The students' overall gain in knowledge was below our expectation, and evaluation appeared to be their weakest domain. Further research should evaluate strategies to enhance longer-term knowledge retention with practical performance.
尽管新生儿复苏是一项重要的临床技能，但许多初级医生觉得自己没有准备好进行新生儿复苏操作。我们于2009年为即将毕业的医学生举办了新生儿复苏培训工作坊。
我们评估了工作坊在培训结束后即刻以及年底时提高知识水平的效果。
我们回顾性分析了在儿科实习期间以小组形式参加工作坊的学生的数据。该工作坊改编自美国儿科学会（AAP）的新生儿复苏提供者（NRP）项目，包括概述讲座、实践模拟、交互式视频场景以及评估（课前和课后测试），测试包含21道多项选择题，涵盖评估、实际操作和理论。我们在学生医学培训的最后一周重复进行评估（“期末考试”）。我们使用配对t检验、方差分析（ANOVA）、线性回归和弗里德曼检验来分析数据。
所有56名学生都参加了工作坊。他们的平均得分（满分21分）在课前测试中为11.7（标准差2.5），课后测试中为16.2（标准差1.9），期末考试中为13.6（标准差2.3）（所有两两比较的P值均≤0.001）。工作坊举办的时间（一年中的早晚）与学生的期末考试成绩无关（P = 0.96）。在期末考试中，平均分别有68.5%、67.4%和60.6%的学生正确回答了关于实际操作、理论和评估方面的问题（P = 0.03）。
我们的工作坊在医学生课程结束时使他们在新生儿复苏知识方面有了一定程度的提高。学生在知识方面的总体提升低于我们的预期，而且评估似乎是他们最薄弱的领域。进一步的研究应该评估提高长期知识留存及实际操作能力的策略。
