Effectiveness of 2 Methods to Teach and Evaluate New Content to Neonatal Transport Personnel Using High-Fidelity Simulation

Neonatal transport team members undergo initial and periodic training to ensure knowledge and performance competencies. Given that various methods can be employed in this effort, it is important to evaluate how well new knowledge is learned and applied by transport team members and assess learner satisfaction. Self-paced modular learning and expert-modeled learning using high-fidelity simulations (HFSs) are 2 teaching/learning/evaluation tools for content application for team members. This article describes 2 educational approaches using simulated scenarios and evaluations. These experiences occurred in 2006, summer I (self-paced modular learning) and in 2007 for the same participants, summer II (expert-modeled learning). A group of experienced nurses, respiratory therapists, emergency medical technicians, and paramedics participated. Satisfaction was measured using a 5-point Likert scale. Effectiveness of HFS was evaluated using the Technical Evaluation Tool. Behavioral performance was assessed using the Behavioral Assessment Tool. The Technical Evaluation Tool showed that expert-modeled learning using HFS as a teaching/learning/evaluation tool for application of content was effective as self-paced modular learning. Experienced participants appear to be satisfied with the use of HFS scenarios.