Please use this identifier to cite or link to this item: doi:10.22028/D291-33243
Title: Novel modified Peyton's approach for knowledge retention on newborn life support training in medical students
Author(s): Nourkami-Tutdibi, Nasenien
Hilleke, Anna-Barbara
Zemlin, Michael
Wagenpfeil, Gudrun
Tutdibi, Erol
Language: English
Title: Acta Paediatrica
Volume: 109
Issue: 8
Pages: 1570–1579
Publisher/Platform: Wiley
Year of Publication: 2020
Free key words: clinical skills
instructional approach
newborn life support
undergraduate medical education
DDC notations: 610 Medicine and health
Publikation type: Journal Article
Abstract: Aim We sought to improve retention of neonatal resuscitation skills by modifying step 3 through additional functional verbalisation in Peyton's four‐step approach (P4S). Methods 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). Results 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. Conclusion 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.
DOI of the first publication: 10.1111/apa.15198
Link to this record: urn:nbn:de:bsz:291--ds-332436
ISSN: 1651-2227
Date of registration: 9-Feb-2021
Faculty: M - Medizinische Fakultät
Department: M - Medizinische Biometrie, Epidemiologie und medizinische Informatik
M - Pädiatrie
Professorship: M - Prof. Dr. Michael Zemlin
Collections:SciDok - Der Wissenschaftsserver der Universität des Saarlandes

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