Implementation of HBB Training With Facilitators That Have Undergone Simulation Methodology Training

Study Overview
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Brief Summary
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Helping Babies Breathe (HBB) implementation is associated with reduction in neonatal deaths and reduction in fresh stillbirths. HBB has successfully integrated some aspects of simulation into an educational curriculum that teach the management of neonatal emergencies in resource-constrained countries. Simulation based training brings special advantages and may enhance HBB training. Critical elements of simulation such as enhanced realism and post-event debriefing may carry potential to strengthen HBB training to attain maximum impact. However, evidence for the effectiveness of this combined approach is limited.

Detailed Description
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Helping Babies Breathe (HBB) implementation is associated with reduction in neonatal deaths and reduction in fresh stillbirths. HBB has successfully integrated some aspects of simulation into an educational curriculum that teach the management of neonatal emergencies in resource-constrained countries. High levels of physical, emotional and conceptual realism are important features of simulation-based learning that impact learning outcomes. Formal debriefing is characterized as the most important element of simulation based education. Structured feedback in a safe learning environment provides the opportunity for learning of clinically relevant material. Guided reflection transfers the responsibility for learning to the participants and solidifies knowledge, skills and behaviors for transfer to clinical practice. Simulation based training brings special advantages and may enhance HBB training. Critical elements of simulation such as enhanced realism and post-event debriefing may carry potential to strengthen HBB training to attain maximum impact. However, evidence for the effectiveness of this combined approach is limited.

Official Title
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A Comparison of the Implementation of HBB Training Using Facilitators With and Without Simulation Methodology Training

Conditions
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Maternal Health, Newborn; Vitality

Intervention / Treatment
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* Other: HBB facilitators with simulation training


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Only trained facilitators are eligible to participate Must hold a Faculty position or are a health care provider at KIU Teaching Hospital in western Uganda Are engaged in teaching health students. Participating medical students are those enrolled at KIU Teaching Hospital in western Uganda Exclusion Criteria: Faculty and hospital workers who are not engaged in teaching health students. Medical students not enrolled at KIU Teaching Hospital, western Uganda

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: Investigators will conduct a prospective, randomized controlled trial to determine if the implementation of a simulation facilitator training program for HBB compared with no facilitator training in simulation is superior in terms of the acquisition of knowledge, acute care skills, and teamwork skills of pre-service medical students. Investigators will randomly randomly assign study participants to either intervention or control arm in a 1:1 ratio.
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: HBB plus simulation training<br>Participants receive training from facilitators for HBB training with simulation skills | Other: HBB facilitators with simulation training<br>* HBB training from facilitators with simulation skills. Standard HBB facilitators do not have simulation skills<br>|
| No Intervention: Control<br>Participants receive training from facilitators for HBB training without simulation skills | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Knowledge | The primary outcome for this analysis is level of knowledge. For each course, learners will be assessed at baseline and at course-end to determine their knowledge via multiple choice test. Scores out of 100% will be computed | Change in knowledge scores at 6 months from Baseline | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Clinical skills | The clinical skills outcome (via short neonatal resuscitation simulation scenario - HBB OSCE B). HBB OSCE B assessment will be conducted by the facilitator. | Change in clinical skills at 6 months from baseline | 
| Facilitator debriefing skills | Facilitator debriefing skills will be assessed using the OSAD. OSAD assessments will be conducted by a pre-trained rater who will rate facilitator performance in real time. | Change in facilitator skills at 6 months from baseline |