Lessons learnt from an obstetric and neonatal emergency simulation program in India

Kumar, Arunaz; Khot, Nisha; Bansal, Utkarsh; Singh, Jai Vir; Malhotra, Atul

doi:10.1016/j.jnn.2020.07.004

Cited by 4 publications

(5 citation statements)

References 29 publications

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“…21 Simulation-based learning can have a transformational effect on the viewpoint of the student, encouraging deep learning and reflection. 22 In this study, online learning had a negative impact on 47.6% of students' morale which was comparable to the study by Robbins et al 23 This could be because of lack of socialization, missing peers, improper time tables, and failure to examine actual patients or specimens. Attitude and communication learned by actually dealing with patients and skills learned by doing a procedure cannot be equated to viewing the same during an online class.…”

Section: Original Articlesupporting

confidence: 81%

Medical Undergraduate Students’ Viewpoint on Online Learning During COVID-19 Pandemic

Rathoria,

Richa Rathoria,

Singal

et al. 2022

J. Nepal Paedtr. Soc.

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Introduction: The coronavirus pandemic constrained medical colleges to discontinue face-to-face learning activities and suddenly switch to an online learning model. Technology is making its way into medical education, also being advocated by the medical commission, though students’ perception is still poorly understood. This study aimed to investigate the medical students’ perspectives on online learning. Methods: It was a cross-sectional, questionnaire-based study to assess the demographics, merits, demerits, recommendations, and suggestions for online learning by medical undergraduates. A combination of multiplechoice, Likert scale-based, and open-ended questions was used. Results: The student-perceived merits of e-learning were flexibility in timings, convenience, self-directed learning approach, and prevention of pandemic spread. The demerits viewed were lack of personal interaction with teacher and batchmates, increased distractions, lack of high-speed internet, and less / no hands-on experience. The classroom teaching was the favoured teaching method (45.7%) and easy to comprehend (55.8%). The recommendations included: medical curriculum should not be completely e-learning based (84.1%), training for using online applications (51.4%), providing high-speed internet and apps with no time limit (83.7%), taking online tests (64.4%), student’s feedback (75%), and frequent online demonstrations and simulations (64.9%). Overall, 52.4% of students’ morale was positive towards e-learning. Students rated blended teaching as the preferred teaching method. Conclusions: Medical students still prefer face-to-face learning and opted for blended learning over complete e-learning. Appropriate steps like training faculties, providing high-speed internet, taking formative tests, giving online demonstrations, involving simulations, and student feedback can improve e-learning quality.

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Section: Original Articlesupporting

confidence: 81%

Medical Undergraduate Students’ Viewpoint on Online Learning During COVID-19 Pandemic

Rathoria,

Richa Rathoria,

Singal

et al. 2022

J. Nepal Paedtr. Soc.

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“…Various change ideas were employed in the “plan” and “do” phase of the next PDSA cycles as follows: The feasibility of SSC and EIBF in OT/LR was assessed. Use of an education intervention for sensitization and awareness of health-care personnel. Inculcation of simulation-based training (module provided in Supplemental Material) for the nursing staff and doctors along with the continuation of the education program, which was continued as 2 sessions per week. 20 Involvement of a greater number of deliveries including emergency LSCS and night deliveries. Counselling of mothers before delivery in LR/OT by JR or nursing staff. Maintaining privacy in the delivery area and postnatal ward by putting extra curtains.…”

Section: Resultsmentioning

confidence: 99%

“…Inculcation of simulation-based training (module provided in Supplemental Material) for the nursing staff and doctors along with the continuation of the education program, which was continued as 2 sessions per week 20. 4.…”

mentioning

confidence: 99%

Quality Improvement Interventions in the Delivery Room to Improve the Early Initiation of Breastfeeding in Healthy Neonates: A Tertiary Hospital-Based Study

Sisodia

Rathoria

Singh

et al. 2022

Journal of Neonatology

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Background: The low-middle income countries continue to contribute to a high proportion of neonatal and child mortality globally. The reduction in mortality rates requires low-cost interventions such as early initiation of breastfeeding (EIBF). The study objective was to improve the rate of EIBF in all the healthy term newborns born in our institute from a baseline rate of 10% to at least 70% over 3 months through a quality improvement (QI) approach. Methods: This study was conducted in the labor room and operation theatre of a tertiary care center in Uttar Pradesh. All the healthy term mother-newborn pairs born in the study period were included and the Point Of Care Quality Improvement model was followed. After the baseline assessment of the problem, a QI team was formed which did the root-cause analysis and generated the change ideas to be implemented by small Plan-Do-Study-Act (PDSA) cycles initially then systematically expanded to the larger level. Outcome Measure: The effect of a PDSA cycle was measured by the percentage of newborns breastfed within the first hour of birth at the end of each cycle. Results: The EIBF improved from the baseline rate of 10% to 70.5% at the end of 5 PDSA cycles and was maintained at 70.7% during the sustainability phase. Conclusion: The QI approach can be utilized to improve EIBF, while the sustainability depends on continuous efforts like education programs, counselling, and supportive supervision. The inclusion of simulation-based training for staff can build confidence and improve results.

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Section: Methodsmentioning

confidence: 99%

“…The ONE-Sim workshop is an interprofessional simulation workshop that provides opportunities for clinicians and students to practice the technical and teamwork skills involved in the management of obstetric and neonatal emergencies. 23,24 Medical and nursing students were first familiarized with the simulation models (Prompt Flex, Limbs and Things, United Kingdom, and Newborn Anne, Laerdal, Norway) in the workshop. This was followed by the hands-on skills training delivered as a 3-to 3.5-hour training session in groups under the supervision of authors A.M., U.B., J.V.S., and A.K.…”

Section: The One-sim Workhop (8)mentioning

confidence: 99%

Using the Endsley Model to Evaluate Simulation-Based Situation Awareness Training for Medical and Nursing Students in India

Bhatia¹,

Malhotra²,

Bansal³

et al. 2022

Sim Healthcare

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Introduction: Situation awareness (SA) training is a vital part of healthcare training, and opportunities to provide SA training to healthcare workers are limited in low-and middle-income countries. We aimed to analyze undergraduate medical and nursing students' perception of their understanding of SA through an interprofessional obstetric neonatal emergency simulation workshop (ONE-Sim) and subsequently evaluate their perceived changes in SA understanding using the Endsley model (Hum Factors 1995;37(1):32-64). Methods: Feedback on SA before and after the workshop was collected through questionnaire-based surveys. Thematic analysis was performed, with themes emerging from an inductive analysis followed by a deductive analysis using the Endsley model. Results: The themes emerging from the inductive analysis included environmental awareness, evolving knowledge, skill development, and applicability to practice. These aligned with the 3 levels of SA in the Endsley model in the deductive analysis suggesting that participants transformed their perception, comprehension, and projection of SA after the workshop. Conclusion: Simulation-based education enhanced SA perception in obstetric and neonatal emergencies for medical and nursing students in a low-and middle-income country, and the Endsley model is a feasible framework to measure learner perceived changes in SA understanding through simulation-based education.

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Lessons learnt from an obstetric and neonatal emergency simulation program in India

Cited by 4 publications

References 29 publications

Medical Undergraduate Students’ Viewpoint on Online Learning During COVID-19 Pandemic

Medical Undergraduate Students’ Viewpoint on Online Learning During COVID-19 Pandemic

Quality Improvement Interventions in the Delivery Room to Improve the Early Initiation of Breastfeeding in Healthy Neonates: A Tertiary Hospital-Based Study

Using the Endsley Model to Evaluate Simulation-Based Situation Awareness Training for Medical and Nursing Students in India

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