Competency based Training & Evaluation of Final Year MBBS Students on Neonatal Resuscitation

Abstract

Introduction: Currently the final year students are taught neonatal resuscitation in the form of conventional

lectures which fails to develop & assess their skill to actually provide effective basic newborn resuscitation

care at the time of birth.

Aim & Objectives: Competency based training of MBBS final year students to provide basic resuscitation

to a newborn at the time of birth & their evaluation.

Methodology: Prospective Interventional study was done at Muzaffarnagar Medical College, Muzaffarnagar

on 100 final year students (four groups of 25 students each). An interactive lecture of one hour duration of all

100 students & a two hour tutorial of each batch of 25 students with hands-on demonstration on manikin was

held. A pre-test, a day before lecture & tutorial and post-tests, first a day and second 3 months after training

in the form of validated MCQ written test and OSCE were taken for assessment. Feedback of students and

faculties was taken on a five point Likert scale.

Result & Conclusion: 80 students scored > 75% marks in MCQ post-test1 (Mean score ± SD 76.51 ±

10.38, p value <0.001) and 94 students scored > 75% marks in OSCE post-test1 (Mean score ± SD 91.30 ±

13.40, p value <0.001) as compared to only 48 and 16 students in MCQ (Mean score ± SD 51.51 ± 11.33) &

OSCE (Mean score ± SD 65.28 ± 9.18) pre-test respectively, thus proving that competency based newborn

resuscitation training was very effective to develop necessary knowledge and skill of final year MBBS

students. Retention of knowledge and skill was also evident from the scores of second post-test taken after

3 months. 74 students scored > 75% marks in MCQ post-test2 (Mean score ± SD 67.06± 8.61, p value

<0.001) and 90 students scored > 75% marks in OSCE post-test2 (Mean score ± SD 83.45 ± 8.94, p value

<0.001). Students’ appreciated interactive environment, resources shared and knowledge, communication

& facilitation skill of trainers while faculties’ feedback was well perceived regarding training material and

students’ attention & body language