Lu Chang, Ghoman Simran K, Cutumisu Maria, Schmölzer Georg M
Centre for Research in Applied Measurement and Evaluation, University of Alberta, Edmonton, AB, Canada.
Department of Educational Psychology, Faculty of Education, University of Alberta, Edmonton, AB, Canada.
Front Pediatr. 2021 Feb 16;8:594690. doi: 10.3389/fped.2020.594690. eCollection 2020.
Simulation education can benefit healthcare providers (HCPs) by providing opportunities to practice complex neonatal-resuscitation tasks in low-stake environments. To our knowledge, no study investigated the role of growth mindset on longitudinal performance on neonatal resuscitation before and after simulation-based training. This study examines whether 1) the RETAIN digital/table-top simulators facilitate HCPs' neonatal resuscitation knowledge gain, retention, and transfer and 2) growth mindset moderates HCPs' longitudinal performance in neonatal resuscitation. Participants were = 50 HCPs in a tertiary perinatal center in Edmonton, Canada. This longitudinal study was conducted in three stages including 1) a pretest and a mindset survey, immediately followed by a posttest using the RETAIN digital simulator from April to August 2019; 2) a 2-month delayed posttest using the same RETAIN neonatal resuscitation digital simulator from June to October 2019; and 3) a 5-month delayed posttest using the low-fidelity table-top neonatal resuscitation digital simulator from September 2019 to January 2020. Three General Linear Mixed Model (GLMM) repeated-measure analyses investigated HCPs' performance on neonatal resuscitation over time and the moderating effect of growth mindset on the association between test time points and task performance. Compared with their pretest performance, HCPs effectively improved their neonatal resuscitation knowledge after the RETAIN digital simulation-based training on the immediate posttest ( = 1.88, < 0.05), retained their knowledge on the 2-month delayed posttest ( = 1.36, < 0.05), and transferred their knowledge to the table-top simulator after 5 months ( = 2.01, < 0.05). Although growth mindset did not moderate the performance gain from the pretest to the immediate posttest, it moderated the relationship between HCPs' pretest and long-term knowledge retention (i.e., the interaction effect of mindset and the 2-month posttest was significant: = 0.97, < 0.05). The more they endorsed a growth mindset, the better the HCPs performed on the posttest, but only when they were tested after 2 months. Digital simulators for neonatal resuscitation training can effectively facilitate HCPs' knowledge gain, maintenance, and transfer. Besides, growth mindset shows a positive moderating effect on the longitudinal performance improvement in simulation-based training. Future research can be conducted to implement growth-mindset interventions promoting more effective delivery of technology-enhanced, simulation-based training and assessment.
模拟教育可以通过提供在低风险环境中练习复杂新生儿复苏任务的机会，使医疗保健提供者（HCPs）受益。据我们所知，尚无研究调查成长型思维模式对基于模拟训练前后新生儿复苏纵向表现的作用。本研究探讨：1）RETAIN数字/桌面模拟器是否有助于HCPs获得、保留和迁移新生儿复苏知识；2）成长型思维模式是否调节HCPs在新生儿复苏中的纵向表现。研究参与者为加拿大埃德蒙顿一家三级围产期中心的50名HCPs。这项纵向研究分三个阶段进行，包括：1）一项前测和一项思维模式调查，随后于2019年4月至8月立即使用RETAIN数字模拟器进行后测；2）于2019年6月至10月使用相同的RETAIN新生儿复苏数字模拟器进行为期2个月的延迟后测；3）于2019年9月至2020年1月使用低保真桌面新生儿复苏数字模拟器进行为期5个月的延迟后测。三项广义线性混合模型（GLMM）重复测量分析调查了HCPs在新生儿复苏方面随时间的表现，以及成长型思维模式对测试时间点与任务表现之间关联的调节作用。与前测表现相比，HCPs在基于RETAIN数字模拟的训练后的立即后测中有效提高了他们的新生儿复苏知识（=1.88，<0.05），在2个月延迟后测中保留了他们的知识（=1.36，<0.05），并在5个月后将他们的知识迁移到了桌面模拟器上（=2.01，<0.05）。尽管成长型思维模式没有调节从前测到立即后测的表现提升，但它调节了HCPs前测与长期知识保留之间的关系（即思维模式与2个月后测的交互作用显著：=0.97，<0.05）。他们越认同成长型思维模式，HCPs在后测中的表现就越好，但只有在2个月后进行测试时才是如此。用于新生儿复苏训练的数字模拟器可以有效地促进HCPs的知识获取、维持和迁移。此外，成长型思维模式对基于模拟的训练中的纵向表现提升显示出积极的调节作用。未来的研究可以实施成长型思维模式干预措施，以促进更有效地提供技术增强的、基于模拟的训练和评估。
