



@article {2246,
	title = {Simulation for teaching normal delivery and shoulder dystocia to midwives in training},
	journal = {Education for Health: Change in Learning and PracticeEduc. Health},
	volume = {23},
	year = {2010},
	note = {Cited By (since 1996): 1Export Date: 21 November 2012Source: ScopusCODEN: EDHEFLanguage of Original Document: EnglishCorrespondence Address: Reynolds, A.; Simulation Centre, Department of Obstetrics and Gynaecology, Faculty of Medicine, University of PortoPortugalReferences: Wilford, A., Doyle, T.J., Integrating simulation training into the nursing curriculum (2006) British Journal of Nursing, 15 (17), pp. 926-930;Lichtman, R., Walker, D., Supporting Innovations in Midwifery Education (2003) Journal of Midwifery \& Women{\textquoteright}s Health, 48 (6), pp. 389-390; 
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},
	month = {2010///},
	abstract = {Introduction and objective: The cognitive impact of using simulation sessions in midwifery training has not been the subject of previous research. The aim of this study was to compare the effect on students{\textquoteright} knowledge of a simulation session versus an image-based lecture, for teaching routine management of normal delivery and resolution of shoulder dystocia to midwives in training. Methods: Sixty students were enrolled three weeks after a "labour and delivery" class, and randomly assigned to two groups. Ten were subsequently excluded as they were not able to attend the whole session and/or did not complete the tests. In the simulation group (n=26), students were divided into pairs and attended a 30-minute hands-on session in the simulation centre. In the lecture group (n=24), students participated in a 30-minute image-based interactive lecture. A ten-question multiple-choice test was taken before (pre-test) and after (post-test) both sessions, to evaluate students{\textquoteright} knowledge of labour and delivery and shoulder dystocia. Learner satisfaction was evaluated by adding a six question Likert scale questionnaire to the post-test. Independent t-test, paired samples t-test, and Mann-Whitney test were used for statistical analysis, setting significance at p<0.05. Results: The simulation group showed a significantly higher mean post-test score (6.38 vs. 5.16; p=0.003) and a significantly greater inter-test score progression (p<0.0001). Overall learner satisfaction was also higher in this group (p=0.0001). Conclusions: A significantly higher short-term reinforcement of knowledge and greater learner satisfaction was obtained using simulation sessions compared to image-based lectures when teaching routine management of normal delivery and resolution of shoulder dystocia to midwives in training. {\textcopyright} A Reynolds, D Ayres-de-Campos, A Pereira-Cavaleiro, L Ferreira-Bastos, 2010.},
	keywords = {Labour and delivery, Midwifery training, Patient simulators, Shoulder dystocia},
	isbn = {13576283 (ISSN)},
	url = {http://www.scopus.com/inward/record.url?eid=2-s2.0-78649771419\&partnerID=40\&md5=7696155b2470aa2113e2199cf3d7c28d},
	author = {Reynolds, A. and Ayres-de-Campos, D. and Pereira-Cavaleiro, A. and Ferreira-Bastos, L.}
}
