Training neonatal skills with simulators?
OBJECTIVE
To compare two different ways of learning (self-study vs. simulation sessions) the adequate steps to resuscitate a neonate in the 5th year undergraduate medical curriculum.


METHODS
One hundred and eighty students attending the 5-week paediatrics rotation were enrolled; 115 were invited to participate in this study, but only 45 students completed it. After a 50-min 'neonatal resuscitation' theoretical interactive class, students were randomly assigned into two groups: the first (n = 21) participated in a 30-min supervised self-study session, while the second (n = 24) attended a 30-min neonatal resuscitation session using the Zoe (Gaumard Inc., Miami, FL, USA) simulator.


RESULTS
Tests consisting of 50 multiple-choice questions were taken before the theoretical class (pre-theoretical test), before the self-study or simulation session (pre-test) and after this session (post-test). Pre-test and post-test scores were similar in both groups (p = 0.118 and p = 0.263, respectively).


CONCLUSIONS
Simulation-based training of medical students in management of neonatal resuscitation do not led to significant differences on short-term knowledge comparing with traditional method.
Cavaleiro
A P
AP
Centro de Simulação Biomédica, Faculdade de Medicina, Universidade do Porto, Portugal. ar.apereira@gmail.com
Guimarães
H
H
Calheiros
Fl
F
D003198:Computer Simulation; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D007231:Infant, Newborn; D008348:Manikins; D009359:Neonatology / Q000193:education*; D018794:Problem-Based Learning / Q000379:methods*; D012151:Resuscitation / Q000193:education* / Q000379:methods; D013663:Teaching / Q000379:methods