ArticlePloS one2022
Effects of simulation-based education for neonatal resuscitation on medical students' technical and non-technical skills.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed, 12 citations in OpenAlex.
- Learning Autonomy and Group Cohesion in Clinical Simulation: A Quasi-Experimental Comparison of Two Training Approaches.Nursing reports (Pavia, Italy) · 2026Article
- Contributions of Clinical Simulation to Group Cohesion: A Quasi-Experimental Study.European journal of investigation in health, psychology and education · 2026Article
- Non-technical skill performance during remote, international, augmented-reality neonatal resuscitation protocol simulations: a feasibility study.BMC medical education · 2026Article
- The effectiveness of using simulation in undergraduate medical students' training in neonatal resuscitation.Sudanese journal of paediatrics · 2026Article
- Integrating non-technical skills into undergraduate medical simulation: a scoping review and thematic analysis of current practices.Advances in simulation (London, England) · 2025Article
- Validation of the Group Environment Questionnaire (GEQ) in a Simulated Learning Environment.Nursing reports (Pavia, Italy) · 2025Article
- Reduced symptoms of anxiety among professional caregivers facing cardiac arrest after simulation based training.Scientific reports · 2025Article
- Approaches to neonatal intubation training: A scoping review.Resuscitation plus · 2024Article
- Study protocol for a multicenter randomized controlled trial on simulation-based communication training for pediatric cardiology trainees (SIMUL-CHD).BMC medical education · 2024Article
- Principles of Effective Simulation-Based Teaching Sessions in Medical Education: A Narrative Review.Cureus · 2023Review
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Simulation is a learner-centered practice that helps develop and maintain knowledge, skills, and competencies. This study evaluated the effect of neonatal resuscitation simulation-based education for medical students in the fifth year (part of the regular clinical clerkship program) on the perceived performance of their technical and non-technical skills. In addition, we analyzed the difference between instructor's and learners' evaluations of technical skills after the simulation. A one-group pretest-posttest design was adopted. The simulation-based education of the neonatal resuscitation program (NRP) was conducted for 40 medical students from July to November 2020 at a medical school in South Korea. The simulation-based education comprised 5 minutes of pre-briefing, 10 minutes of running the simulation, and 30 minutes of debriefing (using a recorded video). The perceived performance of students' technical and non-technical skills before and after the simulation was compared by collecting and analyzing the pre- and post-questionnaires. The perceived performance of technical (p = .001) and non-technical skills (p < .001) was found to have significantly increased after the simulation. Particularly, the performance of technical skills, such as diagnostic (p = .007) and therapeutic actions (p < .001) and non-technical skills, such as leadership (p < .001), teamwork (p = .001), and task management (p = .020) improved significantly. There was no significant difference in the evaluations of the technical performance of the instructor and learners after the simulation (p = .953). Simulation-based education can improve technical skills, such as diagnostic and therapeutic actions for neonatal resuscitation. It is also effective in enhancing non-technical skills, such as leadership, teamwork, and task management. Further, after the simulation-based education, students can fully self-evaluate through objective reflection and improve their clinical competency.
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Registered trials
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