Prospective Randomized Trial of Simulation Versus Didactic Teaching for Obstetrical Emergencies

Abstract

In an academic training program, didactic and simulation-trained groups showed equal results on written test scores. Simulation-trained teams had superior performance scores when tested in a labor and delivery drill. Simulation should be used to enhance obstetrical emergency training in resident education.

What is the impact of multi-professional emergency obstetric and neonatal care training?

“…The SaFE study, however, noted variations in staff attendance of sessions after initial training that could possibly be related to staff members' levels of knowledge, skills and motivation, with the less skilled feeling less confident to attend [20]. providers [9]; reasons for individual non-participation in in-service training sessions [20]; and assessments that improve staff participation and performance [45]. The research agendas proposed by other papers in this issue highlight further areas of research in EmONC training [12,53,72].…”

“…The uniqueness of challenges in obstetric emergencies demands "excellent teamwork and superior communication skills between multiple medical teams" (p. 40) [9]. One of the root causes cited for substandard care is a threatening organisational culture that undermines teamwork and communication, leading to: confusion in roles and responsibilities; lack of cross-monitoring; failure to prioritise and perform clinical tasks in a structured coordinated manner; and lack of support for healthcare providers [7,8].…”

Effectiveness of simulation technique in teaching-learning process for prevention of postpartum hemorrhage in obstetrics and gynecology

“…18 Another study also demonstrated significantly higher performance level in simulation group among residents and nurses being taught obstetrical emergencies compared to didactic teaching. 19 Similarly a study demonstrated an improved task performance amongst students taught using simulation based learning, as compared to those learning by means of observed practice. 20 Another study compared simulation based learning with video assisted learning and found no significant differences in quantitative assessments between the two groups, although students found simulator sessions more enjoyable and valuable.…”

Literature review of simulation training for acute obstetric emergencies

“…Furthermore, assessments of long-term effects on clinical outcomes are necessary for obstetric complications. Clark, et al, 2010;Deering, Poggi, Macedonia, et al, 2004;Fransen, van de Ven, Merien, et al, 2012;Fisher, Bernstein, Satin, et al, 2010３．研究参加者・研究者の盲検化 5 Crofts, Bartlett, Ellis, et al, 2006Fransen, van de Ven, Merien, et al, 2012;Deering, Poggi, Macedonia, et al, 2004;Daniels, Arafeh, Clark, et al, 2010;Fisher, Bernstein, Satin, et al, 2010４．アウトカム評価者の盲検化 5 Crofts, Bartlett, Ellis, et al, 2006Fransen, van de Ven, Merien, et al, 2012;Deering, Poggi, Macedonia, et al, 2004;Daniels, Arafeh, Clark, et al, 2010;Fisher, Bernstein, Satin, et al, 2010５．不完全なアウトカムデータ 5 3 Deering, Poggi, Macedonia, et al, 2004Fisher, Bernstein, Satin, et al, 2010;Fransen, van Merien, et al, 2012intention-to-treat ITT Crofts, et al 2006ITT 5.7 Daniels, et al 2010 15.6 Fransen, et al 2012 Primary outcome Secondary outcome 4 Crofts, Bartlett, Ellis, et al, 2006;Daniels, Arafeh, Clark, et al, 2010;Deering, Poggi, Macedonia, et al, 2004;Fisher, Bernstein, Satin, et al, 2010 4 Primary outcome Merien, et al, 2012;Deering, Poggi, Macedonia, et al, 2004Fransen, et al 2012 7.5 vs 6.0; p=. …”