SimForLife: Does Simulation Scenario Execution Improve Acute Care Skills and Confidence Related to Maternal and Pediatric Care Emergencies?
Study Details
Study Description
Brief Summary
In Uganda and many countries in Sub-Saharan Africa, health providers have minimal training and intermittent opportunity to maintain skills in managing delivery complications and acute newborn and pediatric conditions. Interventions like effective resuscitation assistance at the time of birth are lifesaving. Every 30 second delay in establishing effective resuscitation at birth increases the risk of death by 16%. The purpose of this study is to test whether medical simulation can improve acute care skills and confidence related to maternal and pediatric care emergencies.
Condition or Disease | Intervention/Treatment | Phase |
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Detailed Description
In Uganda and many countries in Sub-Saharan Africa, health providers have minimal training and intermittent opportunity to maintain skills in managing delivery complications and acute newborn and pediatric conditions. Interventions like effective resuscitation assistance at the time of birth are lifesaving. Every 30 second delay in establishing effective resuscitation at birth increases the risk of death by 16%. The purpose of this study is to test whether medical simulation can improve acute care skills and confidence related to maternal and pediatric care emergencies.
A solid body of evidence now supports simulation-based learning as superior to didactic teaching and problem-based learning for the acquisition of critical assessment and management skills, particularly for clinical emergencies. Simulation-based training promotes skill acquisition and retention, enhances teamwork, and increases knowledge and understanding of key procedures. Simulation-based learning is now the norm in medical, nursing and paramedical training in most high income settings. There remains a critical need to operationalize simulation-based learning in resource-constrained settings
Study Design
Arms and Interventions
Arm | Intervention/Treatment |
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Experimental: Medical simulation using scenarion execution Study participants will be exposed to medical simulation using scenario execution. In this exercise, participants will be exposed to a scenario that simulates a medical emergency. They will be required to respond. Following their response, the participants will have a chance to share with the investigators their experiences and what they have learnt from the exposure in a debriefing session. The investigator will then provide feedback on their performance. |
Other: Medical simulation using scenario execution
Each team of students will be exposed to simulation two times in a semester totaling to four times a year. In a scenario execution, participants are placed in a simulated experience of a medical emergency. Participants are required to respond and their reactions are observed by the investigators. After the experience, participants will have a debriefing session to learn from their experience of handling this emergency.
Other Names:
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Outcome Measures
Primary Outcome Measures
- Skills using the Scenario-execution-group test score [Immediately Post scenario execution]
This is a scenario specific score obtained from a multiple choice question (MCQ) test following execution of the scenario to measure. The MCQs are standard questions developed to accompany a given scenario. The maximum score is 100%. A scenario-execution-group test score of less than 60% will be a fail and a score of more than or equal to 60% will be a pass.
Secondary Outcome Measures
- Knowledge [Change in knowledge scores at 4 months from Baseline]
Knowledge will be measured using multiple choice questions (MCQs) and Investigators will use the Retrospective pre-post survey (RPP survey) to assess performance confidence among participants. In the RPP, the participant is asked to compare their performance after the intervention with that before the intervention. This assessment removes the bias of over or underestimating how much the participant knew before the intervention.
Eligibility Criteria
Criteria
Inclusion Criteria:
- Participants are medical and nursing students in active clinical rotation; third and fifth year medical students and third and fourth year nursing students at Mbarara University of Science and Technology.
Exclusion Criteria:
- Exclude medical and nursing students in the pre-clinical years and those in non-clinical rotations at the time of the intervention.
Contacts and Locations
Locations
Site | City | State | Country | Postal Code | |
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1 | Mbarara University of Science and Technology | Mbarara | Uganda | 256 |
Sponsors and Collaborators
- Mbarara University of Science and Technology
- University of Calgary
Investigators
- Principal Investigator: Santorini Data, MD, Mbarara University of Science and Technology
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- MUST 21/06-16b