The effect of simulation-based training in non-physician anesthetists in Tigray region, Ethiopia

Use of simulation to teach in the operating room: don't Let the COVID-19 pandemic to interrupt education an observational clinical trial

Background

Simulation-based education has become the most important part of resident training in anesthesiology, especially during the pandemic. It allows learning the skills and the management of different situations without putting residents in risk of contamination, considering COVID-19 is highly contagious. The hypothesis was that simulation is still associated with improvement of knowledge acquisitions despite the context of the COVID-19 pandemic.

Methods

Residents of anesthesiology and intensive care subjected to an anaphylaxis simulation scenario. Their knowledge levels were assessed by true/false questions before and one month after the simulation session. The STAI test was used to measure anxiety levels before and after the scenario. Data were analyzed statistically using Wilcoxon and McNemar tests.

Results

Junior residents (< 2 years) received significantly higher scores in post-training theoretical tests compared to their pre-training scores (79.2 ± 9.6, 84.5 ± 8.2, p = 0.002, n = 21). There was no difference between pre- and post-test scores of seniors (80.2 ± 9, 81.8 ± 10.4, p = 0.3). Pre- and post-anxiety inventory scores were nearly the same and both were in the moderate group (39.8 ± 10.1, 39.3 ± 12.1, p = 0.8).

Conclusion

Simulation-based education improved the knowledge levels of the residents without raising anxiety levels. Thus, simulation-based training showed its value as an important tool of education during the pandemic, which needs to be further popularized for training at all institutions. Enlightening medical educators about this accomplished teaching method may lead to improved quality of medical education in developing countries and reshape how tomorrow's doctors are trained during pandemics.

Investigating the effect of neonatal resuscitation simulation using a competency-based approach on knowledge, skill, and self-confidence of midwifery students using objective structured clinical examination (OSCE)

Background

First-day neonate death has the highest rate in infant mortality. Using modern educational methods such as simulation and competency can be effective in improving learners' performance and subsequently their confidence.

Material and Method

This study was a quasi-experimental intervention on 80 midwifery students of semester 3, 4, and 5 undergraduate degrees. Eighty-six students registered after the researcher's explanations. The learners were randomly assigned into two groups while they were receiving routine midwifery education according to the midwifery curriculum. The learners in the intervention group (in seven groups) received a 7-hour session about neonate resuscitation. The theory session was conducted using PowerPoint presentation, lecture, video, and pictures. The practical session was conducted using simulation with manikins of skill laboratory. The skill practice continued until the learners achieved competency (performing 90% of resuscitation steps). The learners were assessed before, immediately, and 6 weeks after training using questionnaires and a checklist. The data were analyzed using SPSS, descriptive, and inferential statistics.

Results

The knowledge, skill, and self-confidence scores increased significantly immediately after the training (P < 0.001), from 5.05 ± 2.07 (out of 12) to 10.17 ± 1.31, 18.90 ± 3.14 to 68.45 ± 2.05, and 1.50 ± 0.55 to 2.02 ± 0.57, respectively. The changes were retained 6 weeks after the training. These changes were not observed in the control group.

Conclusion

Competency-based, simulation-based, and objective structured clinical examination (OSCE) were effective in students learning to manage initial neonatal resuscitation in the skills' lab, and this increase was retained 6 weeks after the training.