Making It Happen: Training health-care providers in emergency obstetric and newborn care

Ameh, Charles; Broek, Nynke van den

doi:10.1016/j.bpobgyn.2015.03.019

Cited by 102 publications

(109 citation statements)

References 43 publications

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“…This was part of a capacity-building programme implemented between January 2012 and December 2015 aiming to improve the availability and quality of emergency obstetric and newborn care (Making it Happen programme) 20 , 21 . A total of 963 health-care facilities in Bangladesh, Ghana, Kenya, Malawi, Nigeria, Pakistan, Sierra Leone, South Africa, the United Republic of Tanzania and Zimbabwe were surveyed (Table 1).…”

Section: Methodsmentioning

confidence: 99%

Developing global indicators for quality of maternal and newborn care: a feasibility assessment

Madaj

Smith

Mathai

et al. 2017

Bull. World Health Organ.

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ObjectiveTo assess the feasibility of applying the World Health Organization’s proposed 15 indicators of quality of care for maternal and newborn health at health-facility level in low- and middle-income settings.MethodsSix of the indicators are about maternal health, five are for newborn health and four are general cross-cutting indicators. We used data collected routinely in facility registers and obtained as part of facility assessments from 963 health-care facilities specializing in maternity services in 10 countries in Africa and Asia. We made a feasibility assessment of the availability of data and the clarity of indicator definitions and identified additional information and data collection processes needed to apply the proposed indicators in real-life settings.FindingsOf the indicators evaluated, 10 were clearly defined, of which four could be applied directly in the field and six would require revisions to operationalize them. The other five indicators require further development, with one of them being ready for implementation by using information readily available in registers and four requiring further information before deployment. For indicators that measure coverage of care or availability of services or products, there is a need to further strengthen measurement. Information on emergency obstetric complications was not recorded in a standard manner, thus limiting the reliability of the information.ConclusionWhile some of the proposed indicators can already be applied, other indicators need to be refined or will need additional sources and methods of data collection to be applied in real-world settings.

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Section: Methodsmentioning

confidence: 99%

Developing global indicators for quality of maternal and newborn care: a feasibility assessment

Madaj

Smith

Mathai

et al. 2017

Bull. World Health Organ.

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“…Systematic reviews of simulation‐based healthcare education debate the best way to deliver instructional features to ensure optimal effectiveness of training . Nonetheless, a growing body of evidence recommends that training formats should be based on reliable educational principles, particularly instructional design guidelines …”

Section: Introductionmentioning

confidence: 99%

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Melo

Falbo

Muijtjens

et al. 2017

Intl J Gynecology & Obste

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Objec ve:To compare learning outcomes of postpartum hemorrhage simula on training based on either instruc onal design guidelines or best prac ce. Methods:A pretest-post-test non-equivalent groups study was conducted among obstetrics and gynecology residents in Recife, Brazil, from June 8 to August 30, 2013.The instruc onal design group included 13 teams, whereas the best prac ce group included seven teams. A standardized task checklist was used for scenario analysis and the propor on of correctly executed tasks compared (post-test minus pretest). Results:The instruc onal design group scored higher than the best prac ce group for total number of tasks completed (median difference 0.46 vs 0.17; P< 0.001; effect size[ r ]=0.72). Similar results were observed for communica on (median difference 0.56 vs 0.22; P= 0.004; r= 0.58), laboratory evalua on (median difference 0.83 vs 0.00; P< 0.001; r= 0.76), and mechanical management (median difference 0.25 vs -0.15; P= 0.048; r= 0.39). Speed of learning was also increased. The median differences were 0.20 for the instruc onal design group compared with 0.05 for the best prac ce group at 60 seconds ( P= 0.015; r= 0.49), and 0.49 versus 0.26 ( P= 0.001; r= 0.65) at 360 seconds. Conclusion:The use of simula on training for postpartum hemorrhage that was based on instruc onal design guidelines yielded be er learning outcomes than did training based on best prac ce. K E Y W O R D S Educa on ; Instruc onal design ; Postpartum hemorrhage ; Simula on training ; Situa onal awareness ; Training 1 | INTRODUCTION Postpartum hemorrhage (PPH) is the leading cause of maternal mortality worldwide, par cularly among deaths that are considered avoidable. 1 Frequently reported assistance failures associated with preventable PPH include delay in diagnosis, poor communica on, insufficient teamwork, and lack of adequate educa on and training. 2,3 Simula on training has emerged as a widespread strategy to overcome such failures. Systema c reviews of simula on-based healthcare educa on debate the best way to deliver instruc onal features to ensure op mal effec veness of training. 4,5 Nonetheless, a growing body of evidence recommends that training formats should be based on reliable educa onal principles, par cularly instruc onal design guidelines. 6 The Four-Component Instruc onal Design model 7 and Merrill ' s First Principles of Instruc on 8 summarize the main guidelines. According to the guidelines, effec ve instruc on should contain authen c, relevant, and daily real-world problems, emphasize prac ce at 100 | DE MELO ET AL. different levels of complexity, and provide feedback and diminishing instruc onal support through training. 7When devising a PPH simula on training format based on instruconal design guidelines, the learning objec ves should be clearly idenfied and summarized in strategies that aim to overcome recurrent assistance failures. Such learning objec ves include situa onal awareness enhancement, 9 improvement of both communica on and teamwork skills and a tudes, 10 and reinforcem...

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“…Mais recentemente, o modelo de Kirkpatrick tem sido citado na literatura de treinamento em saúde, particularmente em simulação [8,15,16,38,39]. [16,40,41].…”

Section: /11unclassified

Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura

Melo¹,

Falbo²,

Bezerra³

et al. 2018

Sci Med

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. RESUMOOBJETIVOS: Este artigo teve dois objetivos principais: apresentar um breve resumo de conceitos cognitivos introdutórios sobre aprendizagem e instrução na simulação, incluindo as diretrizes de desenho instrucional; e oferecer uma visão geral quanto às evidências disponíveis sobre perspectivas instrucionais na efetividade da simulação na saúde, diferentes formatos instrucionais da simulação, fidelidade e local da simulação. MÉTODOS: Uma busca foi realizada nas bases de dados MEDLINE/PubMed, Embase, Cochrane, ERIC, LILACS e SciELO, a partir dos termos "simulação em saúde", "efetividade da simulação", "treinamento", "diretrizes de desenho instrucional", "aprendizagem complexa" e "transferência da aprendizagem" e seus correspondentes em inglês. O início das datas de publicação não foi especificado e a última busca foi conduzida em 19 de setembro de 2017. Todos os artigos em inglês e português foram considerados para inclusão. Artigos específicos foram intencionalmente incluídos em busca de conceitos introdutórios. RESULTADOS: A busca identificou 3.196 artigos nas diferentes bases de dados. Após avaliação preliminar de títulos, resumos e análise de conteúdo, foram selecionados 56 artigos. Adicionalmente, nove artigos clássicos e um livro foram intencionalmente incluídos para a apresentação de conceitos cognitivos sobre aprendizagem e instrução, resultando em 66 referências consultadas em detalhes para esta revisão. CONCLUSÕES: A simulação oferece a oportunidade de aprendizagem ativa para profissionais de saúde ao proporcionar um ambiente de aprendizagem complexa, com integração do conhecimento, habilidades e atitudes. Com potencial de impacto nos diferentes níveis de aprendizagem, comportamento e resultados, especial atenção deve ser dada ao formato instrucional da simulação. Entre as diretrizes de desenho instrucional, destaca-se a autenticidade como um dos elementos de fundamental relevância para a aprendizagem. Outros elementos instrucionais, como complexidade crescente, local do treinamento adequado, debriefing, oportunidade de autoavaliação e outras formas de avaliação, têm também influência positiva e devem ser utilizados no planejamento de diferentes desenhos instrucionais da simulação.DESCRITORES: modelos de instrução; simulação; tecnologia instrucional; transferência de aprendizado; diretrizes de desenho instrucional. ABSTRACTAIMS: This article had two main objectives: to present a brief summary of introductory cognitive concepts on learning and instruction for simulation, including instructional design guidelines; and provide an overview of the current available evidence on the instructional perspectives on healthcare simulation training effectiveness, in particular with regards to simulation formats, fidelity and simulation site. METHODS: We searched for articles at MEDLINE/...

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Making It Happen: Training health-care providers in emergency obstetric and newborn care

Cited by 102 publications

References 43 publications

Developing global indicators for quality of maternal and newborn care: a feasibility assessment

Developing global indicators for quality of maternal and newborn care: a feasibility assessment

The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training

Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura

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