Title
Adapting Helping Babies Breathe into a Virtual Curriculum: Methods, Results, and Lessons Learned
UMMS Affiliation
Department of Pediatrics
Publication Date
2021-05-31
Document Type
Article
Disciplines
Infectious Disease | International Public Health | Maternal and Child Health | Medical Education | Online and Distance Education | Pediatrics | Telemedicine | Virus Diseases
Abstract
Introduction. The Helping Babies Breathe (HBB) curriculum is an established, effective method to combat neonatal mortality. The COVID-19 pandemic has disrupted in-person HBB training sessions worldwide, portending deficits in the dissemination of this important intervention.
Methods. A pilot study to compare in-person versus virtual HBB training among US-based pediatric and family medicine residents. Two HBB master trainers condensed the curriculum into an abbreviated course that was offered to 14 learners in-person (n = 6) and virtually via Zoom (n = 8). A standardized 10-item survey was administered before and after the session to measure reported self-efficacy of critical elements of HBB. Difference of difference analysis was performed to detect differences in post vs pre-training results among the 2 groups using STATA MP 15.
Results. All learners showed improvement in preparedness, assessment, and skills subcomponents of self-efficacy with no notable differences based on the type of learning medium. At baseline, in-person learners had a 7-point higher self-efficacy score (69.7) in comparison to virtual learners (62.8; P = .26). After training, the confidence score improved significantly; by 14.3 units for in-person learners (P = .01) and 12.9 for virtual learners (P = .04). There was no statistically significant difference in improvement between the 2 groups (P = .67). Furthermore, all learners passed the post-training knowledge assessment.
Discussion. Virtual learning of HBB may be an alternative option in the setting of resource and travel limitations. Future work needs to assess possible differences in attainment of assessment skills and retention of the HBB curriculum among virtual learners.
Keywords
global health, medical education, neonatal care, newborn care, virtual learning, COVID-19
Rights and Permissions
Copyright © The Author(s) 2021. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
DOI of Published Version
10.1177/2333794X211019698
Source
Sobelman C, Richard K, McQuilkin P, Fahey N. Adapting Helping Babies Breathe into a Virtual Curriculum: Methods, Results, and Lessons Learned. Glob Pediatr Health. 2021 May 31;8:2333794X211019698. doi: 10.1177/2333794X211019698. PMID: 34104697; PMCID: PMC8172947. Link to article on publisher's site
Journal/Book/Conference Title
Global pediatric health
Related Resources
PubMed ID
34104697
Repository Citation
Sobelman C, Richard K, McQuilkin PA, Fahey N. (2021). Adapting Helping Babies Breathe into a Virtual Curriculum: Methods, Results, and Lessons Learned. COVID-19 Publications by UMMS Authors. https://doi.org/10.1177/2333794X211019698. Retrieved from https://escholarship.umassmed.edu/covid19/260
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Infectious Disease Commons, International Public Health Commons, Maternal and Child Health Commons, Medical Education Commons, Online and Distance Education Commons, Pediatrics Commons, Telemedicine Commons, Virus Diseases Commons