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- Title
Novel modified Peyton's approach for knowledge retention on newborn life support training in medical students.
- Authors
Nourkami‐Tutdibi, Nasenien; Hilleke, Anna‐Barbara; Zemlin, Michael; Wagenpfeil, Gudrun; Tutdibi, Erol; Nourkami-Tutdibi, Nasenien; Hilleke, Anna-Barbara
- Abstract
<bold>Aim: </bold>We sought to improve retention of neonatal resuscitation skills by modifying step 3 through additional functional verbalisation in Peyton's four-step approach (P4S).<bold>Methods: </bold>Newborn life support (NLS) training was performed in a simulation-based setting. In contrast to the traditional approach, students taught with the modified approach were requested to explain every step of their performance in Peyton's step 3. A total of 123 students were allocated into both experimental groups. Students were then assessed by megacode on day four (initial assessment) and 6 months (follow-up assessment).<bold>Results: </bold>Both groups showed similar scorings in the initial, follow-up assessment and in mean change. On initial megacode, time to start with initial inflation and post-resuscitation care was significantly faster in the control group. All showed a significant loss of performance irrespective of modification in step 3 in the follow-up assessment. Only time until start with post-resuscitation care shows a significant group difference in mean change between initial and follow-up with increasing time in the control and decreasing time span in intervention group.<bold>Conclusion: </bold>Both methods showed equal levels of knowledge acquisition and long-term decline in NLS performances. Verbalisation in step 3 influenced speed of applied NLS performance.
- Subjects
MEDICAL students; KNOWLEDGE acquisition (Expert systems); UNDERGRADUATE education; EXPERIMENTAL groups
- Publication
Acta Paediatrica, 2020, Vol 109, Issue 8, p1570
- ISSN
0803-5253
- Publication type
journal article
- DOI
10.1111/apa.15198