Abstract
Objective: To compare eclampsia and magnesium toxicity management among residents randomly assigned to lecture or simulation-based education. Study Design: Statified by year, residents (n = 38) were randomly assigned to 3 educational intervention groups: Simulation→Lecture, Simulation, and Lecture. Postintervention simulations were performed for all and scored using standardized lists. Maternal, fetal, eclampsia management, and magnesium toxcity scores were assigned. Mann-Whitney U, Wilcoxon rank sum and χ2 tests were used for analysis. Results: Postintervention maternal (16 and 15 vs 12; P < .05) and eclampsia (19 vs 16; P < .05) scores were significantly better in simulation based compared with lecture groups. Postintervention magnesium toxcitiy and fetal scores were not different among groups. Lecture added to simulation did not lead to incremental benefit when eclampsia scores were compared between Simulation→Lecture and Simulation (19 vs 19; P = nonsignificant). Conclusion: Simulation training is superior to traditional lecture alone for teaching crucial skills for the optimal management of both eclampsia and magnesium toxicity, 2 life-threatening obstetric emergencies.
| Original language | English (US) |
|---|---|
| Journal | American Journal of Obstetrics and Gynecology |
| Volume | 203 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 2010 |
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Keywords
- eclampsia simulation
- obstetric emergencies training
- resident education
ASJC Scopus subject areas
- Obstetrics and Gynecology
- Medicine(all)
Cite this
Resident training for eclampsia and magnesium toxicity management : Simulation or traditional lecture? / Fisher, Nelli; Bernstein, Peter S.; Satin, Andrew; Pardanani, Setul; Heo, Hye; Merkatz, Irwin R.; Goffman, Dena.
In: American Journal of Obstetrics and Gynecology, Vol. 203, No. 4, 10.2010.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Resident training for eclampsia and magnesium toxicity management
T2 - Simulation or traditional lecture?
AU - Fisher, Nelli
AU - Bernstein, Peter S.
AU - Satin, Andrew
AU - Pardanani, Setul
AU - Heo, Hye
AU - Merkatz, Irwin R.
AU - Goffman, Dena
PY - 2010/10
Y1 - 2010/10
N2 - Objective: To compare eclampsia and magnesium toxicity management among residents randomly assigned to lecture or simulation-based education. Study Design: Statified by year, residents (n = 38) were randomly assigned to 3 educational intervention groups: Simulation→Lecture, Simulation, and Lecture. Postintervention simulations were performed for all and scored using standardized lists. Maternal, fetal, eclampsia management, and magnesium toxcity scores were assigned. Mann-Whitney U, Wilcoxon rank sum and χ2 tests were used for analysis. Results: Postintervention maternal (16 and 15 vs 12; P < .05) and eclampsia (19 vs 16; P < .05) scores were significantly better in simulation based compared with lecture groups. Postintervention magnesium toxcitiy and fetal scores were not different among groups. Lecture added to simulation did not lead to incremental benefit when eclampsia scores were compared between Simulation→Lecture and Simulation (19 vs 19; P = nonsignificant). Conclusion: Simulation training is superior to traditional lecture alone for teaching crucial skills for the optimal management of both eclampsia and magnesium toxicity, 2 life-threatening obstetric emergencies.
AB - Objective: To compare eclampsia and magnesium toxicity management among residents randomly assigned to lecture or simulation-based education. Study Design: Statified by year, residents (n = 38) were randomly assigned to 3 educational intervention groups: Simulation→Lecture, Simulation, and Lecture. Postintervention simulations were performed for all and scored using standardized lists. Maternal, fetal, eclampsia management, and magnesium toxcity scores were assigned. Mann-Whitney U, Wilcoxon rank sum and χ2 tests were used for analysis. Results: Postintervention maternal (16 and 15 vs 12; P < .05) and eclampsia (19 vs 16; P < .05) scores were significantly better in simulation based compared with lecture groups. Postintervention magnesium toxcitiy and fetal scores were not different among groups. Lecture added to simulation did not lead to incremental benefit when eclampsia scores were compared between Simulation→Lecture and Simulation (19 vs 19; P = nonsignificant). Conclusion: Simulation training is superior to traditional lecture alone for teaching crucial skills for the optimal management of both eclampsia and magnesium toxicity, 2 life-threatening obstetric emergencies.
KW - eclampsia simulation
KW - obstetric emergencies training
KW - resident education
UR - http://www.scopus.com/inward/record.url?scp=77957372584&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77957372584&partnerID=8YFLogxK
U2 - 10.1016/j.ajog.2010.06.010
DO - 10.1016/j.ajog.2010.06.010
M3 - Article
VL - 203
JO - American Journal of Obstetrics and Gynecology
JF - American Journal of Obstetrics and Gynecology
SN - 0002-9378
IS - 4
ER -