Table 3 Information on articles analyzed (author, year of publication, title, and brief description of the methodology)
Article # | Author, year | Title | Brief description of the methodology | |
|---|---|---|---|---|
Participants | Objective/methods | |||
1 | Andrighetti TP et al., 2012 | Shoulder dystocia and postpartum hemorrhage simulations: student confidence in managing these complications | Registered nurses enrolled in a graduate midwifery education program | Quasiexperimental design evaluating student confidence |
2 | Brich L et al., 2007 | Obstetric skills drills: evaluation of teaching methods | Junior and senior medical and midwifery staff | Three teaching methods were employed. Each team of staff was randomly allocated to undertake a full day of training |
3 | Chichester et al., 2014 | A cost-effective approach to simulation-based team training in obstetrics. | Obstetric providers | Multidisciplinary learning experience |
4 | Clark et al., 2010 | Team training/simulation | Obstetricians, anesthesiologists, midwives, nurses, pediatricians, and ancillary staff | An overview of team and simulation training |
5 | Cooper et al., 2012 | Managing women with acute physiological deterioration: student midwives’ performance in a simulated setting | Student midwives | An exploratory quantitative analysis of student performance based upon performance ratings |
6 | Scholes et al., 2012 | Clinical decision-making: midwifery students’ recognition of, and response to, postpartum hemorrhage in the simulation environment | Student midwives | Students were exposed to instruction on managing maternal deterioration and response to obstetric emergency as part of their curriculum program |
7 | Deering et al., 2009 | Use of a postpartum hemorrhage simulator for instruction and evaluation of residents | Residents | Residents from 3 programs underwent training with a postpartum hemorrhage simulation |
8 | Egenberg et al., 2015 | Can inter-professional simulation training influence the frequency of blood transfusions after birth? | All maternity staff | Two cohorts were compared retrospectively using a pre–post design |
9 | Fialkow et al., 2014 | An in situ standardized patient-based simulation to train postpartum hemorrhage and team skills on a labor and delivery unit | Nurses, obstetrical residents, obstetrical attending physicians, anesthesiology residents, and anesthesiology attending physicians | Description of the development, content validation, and in situ implementation of a standardized patient-based, interdisciplinary PPH scenario |
10 | Magee et al., 2013 | Low cost, high yield: simulation of obstetric emergencies for family medicine training. | Family medicine residents | Residents were randomly assigned to intervention or control group |
11 | Markova et al., 2012 | Evaluation of multiprofessional obstetric skills training for postpartum hemorrhage | Midwives, nurses, auxiliary nurses, and doctors on call | A database audit |
12 | Marshal et al., 2014 | Impact of simulation and team training on postpartum hemorrhage management in non-academic centers | Experienced clinical teams in non-academic hospitals in urban and rural communities | Multi-center longitudinal study to evaluate in situ simulation and team training for PPH |
13 | Maslovitz et al., 2007 | Recurrent obstetric management mistakes identified by simulation | Residents in obstetrics and gynecology and midwives | To develop a simulation-based curricular unit for labor and delivery teams involved in obstetric emergencies to detect and address common mistakes |
14 | Maslovitz et al., 2008 | Improved accuracy of postpartum blood loss estimation as assessed by simulation | Obstetrical teams consisted of physicians and obstetrical nurses | Prospective study conducted as part of the simulation-based training course to assess the accuracy of estimated blood loss by obstetrical teams during a simulated postpartum hemorrhage (PPH) scenario |
15 | Nelissen et al., 2014 | Helping mothers survive bleeding after birth: an evaluation of simulation-based training in a low-resource setting | Clinicians, nurse-midwives, medical attendants, and ambulance drivers involved in maternity care | Educational intervention study |
16 | Phillippi et al., 2015 | Interprofessional simulation of a retained placenta and postpartum hemorrhage | Students (nurse-midwifery, nursing students, and nurse-anesthesia students) | Interdisciplinary simulation designed jointly by the nurse-anesthesia and nurse-midwifery faculty to provide students with a realistic, complex experience to resolve an ongoing patient crisis |
17 | Robertson et al., 2009 | Simulation-based crisis team training for multidisciplinary obstetric providers | Perinatal healthcare professionals (attending physicians, nurses, residents, and nurse midwives) | Pretest-posttest study design |
18 | Crofts et al., 2007 | Change in knowledge of midwives and obstetricians following obstetric emergency training: a randomised controlled trial of local hospital, simulation centre and teamwork training | Midwives (including those working in hospital or the community) and all doctors, working within the Obstetric Department (including general practice trainees, obstetrics and gynecology trainees, and consultants) | Prospective randomized controlled trial, as part of the wider Simulation and Fire-drill Evaluation (SaFE) study |
19 | Siassakos et al., 2009 | Content analysis of team communication in an obstetric emergency scenario | Doctors and midwives | Assess the utility, content validity, and application of techniques used in aviation, for the qualitative analysis of team communication in a “low fidelity” simulated obstetric emergency scenario before and after clinical training |
20 | Straub et al., 2013 | Targeted obstetric hemorrhage program improves incoming resident confidence and knowledge | Incoming obstetrics and gynecology (OB) and family medicine (FM) residents | An educational program consisting of a lecture and high-fidelity simulation exercise |
21 | Vadnais et al., 2012 | Assessment of long-term knowledge retention following single-day simulation training for uncommon but critical obstetrical events | Resident and attending physicians | Pretest-postest study design 4 and 12 months later |
22 | Kato et al., 2017 | Simulation training program for midwives to manage postpartum hemorrhage: a randomized controlled trial | Midwives | RCT comparing simulation training group versus no training group using a pretest-intervention-posttest design |
23 | Melo et al., 2017 | The use of instructional design guidelines to increase effectiveness of postpartum hemorrhage simulation training | Obstetrics and gynecology residents | Pretest–post-test non-equivalent groups study |
24 | Egenberg et al., 2016 | Changes in self-efficacy, collective efficacy, and patient outcome following interprofessional simulation training on postpartum hemorrhage | Midwives, obstetricians, and auxiliary nurses | The study had a multimethod, quasi-experimental pre-post design that combined patient outcome with survey measures |
25 | Nathan et al., 2016 | Retention of skills 2 years after completion of a postpartum hemorrhage simulation training program in rural Rwanda | Rural physicians | A quasi-experimental, pre–post-intervention study |
26 | Higgins et al., 2015 | Teaching an experienced multidisciplinary team about postpartum hemorrhage: comparison of two different methods | Experienced clinicians | This study compared the impressions of experienced clinicians on the effect of two methods of educational interventions in a MoreOB training program designed to improve recognition and management of PPH |
27 | Hilton et al., 2015 | Checklists and multidisciplinary team performance during simulated obstetric hemorrhage | Multidisciplinary teams | Prospective observational study |
28 | Miller et al., 2015 | Emergency birth hybrid simulation with standardized patients in midwifery education: implementation and evaluation | Graduate midwives | This article describes the development and initial evaluation of hybrid simulation used for labor and birth emergency situations |
29 | Wong et al., 2015 | The state of Illinois obstetric hemorrhage project: pre-project and post-training examination scores | Physicians, registered nurses, advanced practice nurses | To describe the implementation of the OBHEP project and to report on change and retention in knowledge among providers, as assessed by the pre- and post-tests |
30 | Evans et al., 2014 | Competency-based training “Helping Mothers Survive: Bleeding after Birth” for providers from central and remote facilities in three countries | Skilled and semiskilled birth attendants | A pre- and post-assessment of participants in BAB (bleeding after birth) training |
31 | Monod et al., 2014 | Optimization of competency in obstetrical emergencies: a role for simulation training | Midwives and obstetricians | Observational study |
32 | Highfield et al., 2016 | Effect of nurse-led simulation on OB/perinatal nurses’ knowledge & confidence in managing complications & emergencies | Registered nurses | Pre-/posttest study |