In-person Versus Online Debriefing in HBB

NCT ID: NCT05257499

Last Updated: 2025-04-03

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 49 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2021-10-05
• Study Completion Date: 2022-03-31

Brief 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.

Detailed 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.

Conditions

Neonatal Respiratory Distress

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: HEALTH_SERVICES_RESEARCH
• Blinding Strategy: DOUBLE

Study Groups

On line debfriefing

Participants in this group will practice the skills taught as above but in the presence of the same certified instructor who will guide them throughout all the steps of HBB using a virtual platform (Webex® or Zoom®).

Group Type: EXPERIMENTAL

On line debriefing

Intervention Type: BEHAVIORAL

Online Debriefing in the Simulation Sessions of the Helping Babies Breathe Course

In person debriefing

Participants in this group will practice the skills taught in the virtual class on the neonatal mannequin. They are expected to work as a small group of 3 to 4 at a time. They will receive coaching, debriefing and feedback from a certified instructor who will conduct the traditional in-person training with face-to-face feedback and debriefing.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

On line debriefing

Online Debriefing in the Simulation Sessions of the Helping Babies Breathe Course

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Nurses and medical students

Exclusion Criteria

• Attended resuscitation course

• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

American University of Beirut Medical Center

OTHER

Sponsor Role: lead

Responsible Party

Lama Charafeddine

Associate Professor of Clinical Pediatrics and Neonatology, Director of the Neonatal Resuscitation Education Program

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

American University of Beirut

Beirut, Beyrouth, Lebanon

American University of Beirut

Beirut, Hamra, Lebanon

Countries

Lebanon

References

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.

Reference Type: BACKGROUND

PMID: 32524895 (View on PubMed)

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.

Reference Type: BACKGROUND

PMID: 28496377 (View on PubMed)

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.

Reference Type: BACKGROUND

PMID: 23969368 (View on PubMed)

Kfoury P, Maalouf F, Nasser F, Gulgulian T, Charafeddine L. In-Person Versus Online Training in Simulations of Helping Babies Breathe: A Randomized Controlled Trial. Cureus. 2024 Jul 16;16(7):e64677. doi: 10.7759/cureus.64677. eCollection 2024 Jul.

Reference Type: DERIVED

PMID: 39149645 (View on PubMed)

Other Identifiers

SBS-2021-0193

Identifier Type: -

Identifier Source: org_study_id