Detection of anomalies in the red reflex test requires adequate training

CLINICAL RELEVANCE

Midwives should receive appropriate training to enable them to reliably detect an abnormality in the red reflex, so as to detect potentially sight- (and possibly life-) threatening visual anomalies in newborns.

BACKGROUND

Midwives who had completed the relevant Newborn and Infant Physical Examination (NIPE) training in the UK, were tested to determine whether they could reliably detect an abnormality in the red reflex of a model eye. Their results were compared to a group of undergraduate optometry students in their final year, who had considerably more experience with ophthalmoscopy.

METHODS

Two groups of adult participants, 27 post-graduate midwives and 10 undergraduate optometry students with different levels of experience in ophthalmoscopy were recruited. Participants were required to perform the red reflex test repeatedly on a set of 10 model eyes with interchangeable simulated retinas, that produced both normal and abnormal 'red' reflexes, under controlled conditions.

RESULTS

A total of 1,810 observations were recorded across both groups of participants. Both the sensitivity and the specificity for distinguishing between normal and abnormal reflexes were higher for the optometry students (sensitivity 77.5 per cent and specificity 96.7 per cent) than the midwives (sensitivity 53.9 per cent and specificity 75.4 per cent). The positive predictive values were 21.7 per cent and 67.4 per cent for the midwives and optometry students, respectively. The negative predictive values were 92.8 per cent for the midwives and 98.0 per cent for the optometry students.

CONCLUSION

Despite completion of required training on the red reflex test, optometry students outperformed midwives in the detection of anomalous red reflex test simulations from a model eye. This result is likely due to differences in training in ophthalmoscopy between the two groups of participants. Additional training in the conduct of the red reflex test for midwives is therefore recommended.

Is the incorporation of the newborn examination in the pre-registration curriculum acceptable in clinical practice? A qualitative study

The objectives of this qualitative study were to describe the experiences of currently practicing newborn examiner midwives who had accessed their training post registration; explore their views on the inclusion of newborn examination in the pre-registration curriculum and invite them to identify strategies to achieve practical implementation of the inclusion of the newborn examination in pre-registration in the practice setting. Data were collected through semi-structured interviews and analysed using Thematic Analysis with an inductive approach. Three main themes were identified; experiences of the role, views of the newborn examination being incorporated into the pre-registration midwifery curriculum and practical considerations. The findings from this study show that currently practicing newborn examiner midwives accept the need for inclusion of the newborn examination in pre-registration midwifery education in order to sustain the best service for mothers and babies. The findings also indicate a need for ongoing interprofessional learning, support and investment to maximise efficiency of the service.