Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills
Simulation is a learner-centered practice that helps develop and maintain knowledge, skills, and competencies. This study evaluated the effect of neonatal resuscitation simulation-based education for medical students in the fifth year (part of the regular clinical clerkship program) on the perceived...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2022-01-01
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| Series: | PLoS ONE |
| Online Access: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9714940/?tool=EBI |
| _version_ | 1811209006021083136 |
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| author | Jiwon Lee Jang Hoon Lee |
| author_facet | Jiwon Lee Jang Hoon Lee |
| author_sort | Jiwon Lee |
| collection | DOAJ |
| description | Simulation is a learner-centered practice that helps develop and maintain knowledge, skills, and competencies. This study evaluated the effect of neonatal resuscitation simulation-based education for medical students in the fifth year (part of the regular clinical clerkship program) on the perceived performance of their technical and non-technical skills. In addition, we analyzed the difference between instructor’s and learners’ evaluations of technical skills after the simulation. A one-group pretest-posttest design was adopted. The simulation-based education of the neonatal resuscitation program (NRP) was conducted for 40 medical students from July to November 2020 at a medical school in South Korea. The simulation-based education comprised 5 minutes of pre-briefing, 10 minutes of running the simulation, and 30 minutes of debriefing (using a recorded video). The perceived performance of students’ technical and non-technical skills before and after the simulation was compared by collecting and analyzing the pre- and post-questionnaires. The perceived performance of technical (p = .001) and non-technical skills (p < .001) was found to have significantly increased after the simulation. Particularly, the performance of technical skills, such as diagnostic (p = .007) and therapeutic actions (p < .001) and non-technical skills, such as leadership (p < .001), teamwork (p = .001), and task management (p = .020) improved significantly. There was no significant difference in the evaluations of the technical performance of the instructor and learners after the simulation (p = .953). Simulation-based education can improve technical skills, such as diagnostic and therapeutic actions for neonatal resuscitation. It is also effective in enhancing non-technical skills, such as leadership, teamwork, and task management. Further, after the simulation-based education, students can fully self-evaluate through objective reflection and improve their clinical competency. |
| first_indexed | 2024-04-12T04:31:23Z |
| format | Article |
| id | doaj.art-8f570a4e33b24bafa237d3d6c20597ec |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-04-12T04:31:23Z |
| publishDate | 2022-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-8f570a4e33b24bafa237d3d6c20597ec2022-12-22T03:47:55ZengPublic Library of Science (PLoS)PLoS ONE1932-62032022-01-011712Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skillsJiwon LeeJang Hoon LeeSimulation is a learner-centered practice that helps develop and maintain knowledge, skills, and competencies. This study evaluated the effect of neonatal resuscitation simulation-based education for medical students in the fifth year (part of the regular clinical clerkship program) on the perceived performance of their technical and non-technical skills. In addition, we analyzed the difference between instructor’s and learners’ evaluations of technical skills after the simulation. A one-group pretest-posttest design was adopted. The simulation-based education of the neonatal resuscitation program (NRP) was conducted for 40 medical students from July to November 2020 at a medical school in South Korea. The simulation-based education comprised 5 minutes of pre-briefing, 10 minutes of running the simulation, and 30 minutes of debriefing (using a recorded video). The perceived performance of students’ technical and non-technical skills before and after the simulation was compared by collecting and analyzing the pre- and post-questionnaires. The perceived performance of technical (p = .001) and non-technical skills (p < .001) was found to have significantly increased after the simulation. Particularly, the performance of technical skills, such as diagnostic (p = .007) and therapeutic actions (p < .001) and non-technical skills, such as leadership (p < .001), teamwork (p = .001), and task management (p = .020) improved significantly. There was no significant difference in the evaluations of the technical performance of the instructor and learners after the simulation (p = .953). Simulation-based education can improve technical skills, such as diagnostic and therapeutic actions for neonatal resuscitation. It is also effective in enhancing non-technical skills, such as leadership, teamwork, and task management. Further, after the simulation-based education, students can fully self-evaluate through objective reflection and improve their clinical competency.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9714940/?tool=EBI |
| spellingShingle | Jiwon Lee Jang Hoon Lee Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills PLoS ONE |
| title | Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills |
| title_full | Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills |
| title_fullStr | Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills |
| title_full_unstemmed | Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills |
| title_short | Effects of simulation-based education for neonatal resuscitation on medical students’ technical and non-technical skills |
| title_sort | effects of simulation based education for neonatal resuscitation on medical students technical and non technical skills |
| url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9714940/?tool=EBI |
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