Changuiti Omaima, Moustarhfir Nawar, Marfak Abdelghafour, Saad Elmadani, Hilali Abderraouf, Youlyouz-Marfak Ibtissam
Hassan First University of Settat, Higher Institute of Health Sciences, Laboratory of Health Sciences and Technologies, Settat, 26000, Morocco.
National School of Public Health, Rabat, 10000, Morocco.
Adv Med Educ Pract. 2021 Aug 12;12:881-886. doi: 10.2147/AMEP.S318560. eCollection 2021.
A health professional's learning curriculum should lead to the acquisition of technical and non-technical skills. This study aims at demonstrating the impact of simulation-based learning (SBL) experience on the learning of midwifery students.
Using an experimental design, the experimental group (n=14) received pretest, high fidelity simulation, then a post-test. Whereas the control group (n=14) received pretest, revision of the theoretical course instead of simulation, post-test 1, high fidelity simulation, then a post-test 2. The first scenario was about a normal childbirth when the midwifery students were in their 2nd year. And then the second one was about immediate postpartum hemorrhage when the students moved to their 3rd year.
During the simulation sessions, the experimental group had a higher mean score in the post-test than the control group. This indicated that the simulation significantly (p<0.001) increased the students' knowledge. Also, for both eutocic and dystocic delivery simulation experiments, students obtained higher score in the second simulation sessions (19.69 and 19.4 for eutocic and dystocic, respectively) than in the first session (11.23 and 9.12 for eutocic and dystocic, respectively; p<0.0001).
These findings confirm that SBL offers an opportunity for learners to be immersed in an environment that is closer to reality, thus improving learning in a safe environment.
健康专业人员的学习课程应有助于获得技术和非技术技能。本研究旨在证明基于模拟的学习（SBL）体验对助产专业学生学习的影响。
采用实验设计，实验组（n = 14）接受前测、高保真模拟，然后进行后测。而对照组（n = 14）接受前测、理论课程复习而非模拟、后测1、高保真模拟，然后进行后测2。第一个场景是关于助产专业学生二年级时的正常分娩。然后第二个场景是关于学生三年级时的产后即刻出血。
在模拟课程期间，实验组后测的平均得分高于对照组。这表明模拟显著（p < 0.001）增加了学生的知识。此外，对于顺产和难产分娩模拟实验，学生在第二次模拟课程中的得分（顺产和难产分别为19.69和19.4）高于第一次课程（顺产和难产分别为11.23和9.12；p < 0.0001）。
这些发现证实，基于模拟的学习为学习者提供了一个沉浸在更接近现实环境中的机会，从而在安全的环境中提高学习效果。
