Johns Hopkins University School of Medicine, Baltimore, Maryland, USA.
Texas Children's Hospital/Baylor College of Medicine, Houston, Texas, USA.
Acta Paediatr. 2023 Aug;112(8):1783-1789. doi: 10.1111/apa.16819. Epub 2023 May 18.
The Covid-19 pandemic necessitated virtual adaptation of the neonatal resuscitation programme Helping Babies Breathe (HBB). This study assessed one such virtually mentored and flipped classroom modification in Madagascar.
A cross-sectional study was performed in September 2021 and May 2022. Healthcare providers were identified by local collaborating organisations. United States-based master trainers collaborated with local trainers on virtually mentored trainings followed by independent trainings. Master trainers were available for consultation via Zoom during the virtual training. A flipped classroom modification and traditional didactic method were compared. Primary outcomes were knowledge and skill acquisition, evaluated by written assessments and objective structured clinical examinations.
Overall, 97 providers completed the curriculum. Written assessment scores improved in both training models (traditional-74.8% vs 91.5%, p < 0.001; flipped classroom-89.7% vs 93.6%, p < 0.05). There was no significant difference among written assessment scores (92.8% vs 91.5%, p = 0.62) and significantly higher objective structured clinical examination scores (97.3% vs 89.5%, p < 0.001) for the independent training compared to the virtually mentored training.
The virtually mentored HBB training was followed by a successful independent training as measured by participant knowledge and skill acquisition, supporting the efficacy of virtual dissemination.
新冠疫情大流行促使新生儿复苏计划“帮助婴儿呼吸”（HBB）进行虚拟调整。本研究评估了马达加斯加的一项此类虚拟指导和翻转课堂修改。
2021 年 9 月至 2022 年 5 月进行了一项横断面研究。通过当地合作组织确定医疗保健提供者。美国的首席培训师与当地培训师合作进行虚拟指导培训，然后进行独立培训。首席培训师可通过 Zoom 在虚拟培训期间提供咨询。比较了翻转课堂修改和传统教学方法。主要结果是通过书面评估和客观结构化临床考试评估知识和技能的获取。
共有 97 名提供者完成了课程。两种培训模式的书面评估分数均有所提高（传统模式为 74.8%比 91.5%，p<0.001；翻转课堂模式为 89.7%比 93.6%，p<0.05）。书面评估分数之间没有显著差异（92.8%比 91.5%，p=0.62），独立培训的客观结构化临床考试分数明显更高（97.3%比 89.5%，p<0.001），与虚拟指导培训相比。
通过参与者的知识和技能获取来衡量，虚拟指导的 HBB 培训之后进行了成功的独立培训，支持了虚拟传播的有效性。
