Mbarara University of Science and Technology, Mbarara, Uganda.
KidSIM Simulation Program, Alberta Children's Hospital, Calgary, Canada.
Pediatrics. 2022 Aug 1;150(2). doi: 10.1542/peds.2021-054471.
Clinical knowledge and skills acquired during training programs like Helping Babies Breathe (HBB) and Essential Care for Every Baby (ECEB) decay within weeks or months. We assessed the effect of a peer learning intervention paired with mentorship on retention of HBB and ECEB skills, knowledge, and teamwork in 5 districts of Uganda.
We randomized participants from 36 Ugandan health centers to control and intervention arms. Intervention participants received HBB and ECEB training, a 1 day peer learning course, peer practice scenarios for facility-based practice, and mentorship visits at 2 to 3 and 6 to 7 months. Control arm participants received HBB and ECEB training alone. We assessed clinical skills, knowledge, and teamwork immediately before and after HBB/ECEB training and at 12 months.
Peer learning (intervention) participants demonstrated higher HBB and ECEB skills scores at 12 months compared with control (HBB: intervention, 57.9%, control, 48.5%, P = .007; ECEB: intervention, 61.7%, control, 49.9%, P = .004). Knowledge scores decayed in both arms (intervention after course 91.1%, at 12 months 84%, P = .0001; control after course 90.9%, at 12 months 82.9%, P = .0001). This decay at 12 months was not significantly different (intervention 84%, control 82.9%, P = .24). Teamwork skills were similar in both arms immediately after training and at 12 months (intervention after course 72.9%, control after course 67.2%, P = .02; intervention at 12 months 70.7%, control at 12 months 67.9%, P = .19).
A peer learning intervention resulted in improved HBB and ECEB skills retention after 12 months compared with HBB and ECEB training alone.
在培训项目（如帮助婴儿呼吸（HBB）和每个婴儿的基本护理（ECEB））中获得的临床知识和技能在数周或数月内会衰退。我们评估了同伴学习干预措施与指导相结合对乌干达 5 个地区 HBB 和 ECEB 技能、知识和团队合作保留的影响。
我们将来自 36 个乌干达卫生中心的参与者随机分配到对照组和干预组。干预组参与者接受 HBB 和 ECEB 培训、为期一天的同伴学习课程、针对机构内实践的同伴实践场景以及 2 至 3 个月和 6 至 7 个月的指导访问。对照组参与者仅接受 HBB 和 ECEB 培训。我们在 HBB/ECEB 培训前后和 12 个月时评估了临床技能、知识和团队合作。
与对照组相比，同伴学习（干预）参与者在 12 个月时表现出更高的 HBB 和 ECEB 技能评分（HBB：干预组 57.9%，对照组 48.5%，P =.007；ECEB：干预组 61.7%，对照组 49.9%，P =.004）。两个组的知识评分都下降了（干预组课程后 91.1%，12 个月后 84%，P =.0001；对照组课程后 90.9%，12 个月后 82.9%，P =.0001）。12 个月时的这种下降没有显著差异（干预组 84%，对照组 82.9%，P =.24）。培训后和 12 个月时，两组的团队合作技能相似（干预组课程后 72.9%，对照组课程后 67.2%，P =.02；干预组 12 个月后 70.7%，对照组 12 个月后 67.9%，P =.19）。
与单独进行 HBB 和 ECEB 培训相比，同伴学习干预措施可在 12 个月后提高 HBB 和 ECEB 技能保留率。
