High-Fidelity Simulation Use in Preparation of Physician Assistant Students for Neonatal and Obstetric Care.
OBJECTIVE
The study attempts to determine whether a simulation experience would increase physician assistant (PA) students' comfort level in caring for obstetric patients and assessing a neonate with an Apgar score.


METHODS
First-year PA students who are in the didactic phase of their education were asked to complete a questionnaire before and after a hybrid simulation scenario, in which they aided in estimating cervical dilation, delivering a neonate, and assessing the Apgar score of a neonate. The simulation included high-fidelity simulation for 2 portions of the experience and task-trainer simulation for the remaining portion of the experience. The questionnaire asked students to rate their comfort level before and after the simulation and provide information regarding their clinical experience level with obstetrics, gynecology, or pediatrics.


RESULTS
Comfort levels were significantly increased according to presession and postsession scores for each of the 3 portions of the simulation experience. Prior experience level did not affect the results of this group. Results indicate that regardless of experience, there was a statistically significant increase between presession and postsession comfort levels.


CONCLUSIONS
Simulation training in obstetric and neonatal assessment increases students' comfort level to perform these difficult tasks. Physician assistant programs that are not performing simulation currently, or have not used it to train in these specialty areas should consider doing so as part of their curriculum.
Kelly Donkers, MPA, PA-C, is academic coordinator and an assistant professor in the Physician Assistant Studies Program at Chatham University, Pittsburgh, Pennsylvania. Judy Truscott, MPAS, PA-C, is the associate program director and an assistant professor in the Physician Assistant Studies Program at Chatham University, Pittsburgh, Pennsylvania. Carl Garrubba, MPA, PA-C, is the program director and an associate professor in the Physician Assistant Studies Program at Chatham University, Pittsburgh, Pennsylvania. Deborah DeLong, PhD, is an associate professor of marketing at Chatham University, Pittsburgh, Pennsylvania.
Kelly
K
Donkers
Judy
J
Truscott
Carl
C
Garrubba
Deborah
D
DeLong
D001034:Apgar Score; D002983:Clinical Competence; D006801:Humans; D007224:Infant Care; D007231:Infant, Newborn; D009774:Obstetrics / Q000193:education*; D010414:Pennsylvania; D010823:Physician Assistants / Q000193:education*; D000066908:Simulation Training / Q000379:methods*; D011795:Surveys and Questionnaires