In-person Versus Online Debriefing in HBB

Neonatal Respiratory Distress Clinical Trial

Official title:

In-person Versus Online Debriefing in the Simulation Sessions of the Helping Babies Breathe Course: A Randomized Controlled Trial

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT05257499
• Other study ID #: SBS-2021-0193
• Status: Completed
• Phase: N/A
• Start date: October 5, 2021
• Est. completion date: March 31, 2022

Study information

• Verified date: February 2022
• Source: American University of Beirut Medical Center
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

The objective of this study is to assess the effectiveness of online formative feedback and debriefing on nursing and medical students enrolled in the HBB course in comparison to traditional face-to-face feedback. The working hypothesis is that online feedback and debriefing during hands-on training sessions are as effective as face-to-face feedback and debriefing in teaching clinical skills to medical and nursing students.

Description:

Online learning has become an integral part of education, especially during the ongoing COVID19 pandemic that has imposed a limit on live interactions. This observation holds true in the medical education system which uses the flipped classroom model to teach essential practical skills. Studies have shown that this model is associated with improved learning and student satisfaction. In such a model, debriefing and feedback comprise a main part of the teaching process, and these interactions are usually conducted in person. One helpful skill offered to nursing and medical students is Helping Babies Breathe (HBB), which is an evidence-based educational program training first-line birth attendants to initiate effective resuscitation of a newborn in the first minute of life. The investigators propose to incorporate online feedback as part of the HBB course at the American University of Beirut. In this non-inferiority randomized controlled trial, the investigators will study the effectiveness of online formative feedback and debriefing on nursing and medical students enrolled in the HBB course in comparison to traditional face-to-face feedback. The working hypothesis is that internet-based live feedback and debriefing are as effective as face-to-face interactions when teaching clinical skills to nursing and medical students. This work will aid in developing a reliable online curriculum that can be extrapolated to other courses and institutions, thus broadening the reach of medical education in the times of physical distancing.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 49
• Est. completion date: March 31, 2022
• Est. primary completion date: February 10, 2022
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: N/A and older

Eligibility

Inclusion Criteria:

• Nurses and medical students

Exclusion Criteria:

• Attended resuscitation course

Related Conditions & MeSH terms

• Neonatal Respiratory Distress
• Respiratory Distress Syndrome
• Respiratory Distress Syndrome, Newborn

Intervention

Behavioral:
• On line debriefing
Online Debriefing in the Simulation Sessions of the Helping Babies Breathe Course

Locations

Country	Name	City	State
Lebanon	American University of Beirut	Beirut	Hamra
Lebanon	American University of Beirut	Beirut

Sponsors (1)

Lead Sponsor	Collaborator
American University of Beirut Medical Center

Country where clinical trial is conducted

Lebanon, 

References & Publications (3)

Mehta NB, Hull AL, Young JB, Stoller JK. Just imagine: new paradigms for medical education. Acad Med. 2013 Oct;88(10):1418-23. doi: 10.1097/ACM.0b013e3182a36a07. — View Citation

Odongkara B, Tylleskar T, Pejovic N, Achora V, Mukunya D, Ndeezi G, Tumwine JK, Nankabirwa V. Adding video-debriefing to Helping-Babies-Breathe training enhanced retention of neonatal resuscitation knowledge and skills among health workers in Uganda: a cluster randomized trial. Glob Health Action. 2020 Dec 31;13(1):1743496. doi: 10.1080/16549716.2020.1743496. — View Citation

Sait MS, Siddiqui Z, Ashraf Y. Advances in medical education and practice: student perceptions of the flipped classroom. Adv Med Educ Pract. 2017 May 2;8:317-320. doi: 10.2147/AMEP.S133328. eCollection 2017. No abstract available. — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Objective Structured Clinical Examination (OSCE) score	The OSCE of all participants will be videotaped without showing any identifier. Grading of the OSCE will be done by an independent instructor blinded to group assignments.; OSCE is graded over 100. Grades equal of higher than 80% are considered for passing.	One month
Secondary	Student satisfaction	A questionnaire accompanied with a standardized Debriefing Assessment for Simulation in Healthcare Student Version will be used.	One month