Self-directed video versus instructor-based neonatal resuscitation training: a randomized controlled blinded non-inferiority multicenter international study

Abstract

Objective To compare the efficacy of video-assisted self-directed neonatal resuscitation skills course with video-assisted facilitator-led course. Methods This multicenter, randomized, blinded, non-inferiority-controlled trial compared two methods of teaching basic neonatal resuscitation skills using mask ventilation. Groups of novice providers watched an instructional video. One group received instructor facilitation (Ins-Video). The other group did not (Self-Video). An Objective Structured Clinical Exam (OSCE) measured skills performance, and a written test gauged knowledge. Results One hundred and thirty-four students completed the study. Sixty-three of 68 in the Self-Video Group (92.6%) and 59 of 66 in the Ins-Video Group (89.4%) achieved post-training competency in positive pressure ventilation (primary outcome). OSCE passing rates were low in both groups. Knowledge survey scores were comparable between groups and non-inferior. Conclusions Video self-instruction taught novice providers positive pressure ventilation skills and theoretical knowledge, but it was insufficient for mastery of basic neonatal resuscitation in simulation environment.

2022 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations: Summary From the Basic Life Support; Advanced Life Support; Pediatric Life Support; Neonatal Life Support; Education, Implementation, and Teams; and First Aid Task Forces

“…369 Basic Life Support A total of 14 studies were included, addressing both BLS knowledge and BLS skills after the intervention. 276,356,357,[359][360][361][362][363][364][365][366][367]370,371 Results were mixed, with some studies finding a benefit with blended learning and some studies finding no difference. Only 1 study found a statistically significant benefit for knowledge 363 and for skills 364 with a face-to-face approach only.…”

Evaluation of class participation in non-face-to-face CPR training for medical students

“…With the need for a shift to NFF formats of CPR education, different educational methods have been studied, including the use of video-based and virtual reality training, as well as e-learning modules [ 8 ]. Previous studies have shown that NFF education may not be inferior to FF [ 9 , 10 ] but may be insufficient for skill mastery [ 11 ]. For effective NFF learning, the self-learning ability of students should be evaluated and improved [ 12 ].…”

Medical device education: study protocol for a randomised controlled trial comparing self-directed learning with traditional instructor-led learning on an anaesthesia workstation

“…Assuming a significance level of α=0.05, a final-exam success rate (‘passed’) in both groups (ie, traditional instructor-led learning and self-directed learning) of 90% and a non-inferiority margin of ∆=10%, a sample size of 224 participants was calculated as necessary to establish the non-inferiority of the self-directed learning with an integrated learning video group with a power of 80%. This sample size is similar to previous studies 14–16. Due to high levels of personnel fluctuation in the department, block randomisation was performed in two stages.…”

“…This sample size is similar to previous studies. [14][15][16] Due to high levels of personnel fluctuation in the department, block randomisation was performed in two stages. First, all clinical staff members able to participate in the study (n=260) 2) What specific knowledge related to the anaesthesia workstation is needed for an anaesthesia procedure?…”