摘要
<strong>Objective:</strong><span><span><span style="font-family:""><span style="font-family:Verdana;"> To study the place of simulation in the learning of newborn resuscitation among seventh year medical students at the University Hospital of Bogodogo in Ouagadougou, Burkina Faso. </span><b><span style="font-family:Verdana;">Material</span></b> <b><span style="font-family:Verdana;">and</span></b> <b><span style="font-family:Verdana;">Method:</span></b><span style="font-family:Verdana;"> Our study took place in the obstetrical gynaecology department of the University Hospital Centre of Bogodogo (UTH-B) from 15 December 2018 to 15 March 2019. We randomly selected two groups of students, with no stimulation. We recorded a theoretical questionnaire to all students at the beginning and then carried out two stimulation sessions at 1 month intervals in the competence laboratory of the National School of Public Health. Then we evaluated the theoretical and practical progress of the students over time. We analyzed our data through the Epi info software in version 3.5.1. </span><b><span style="font-family:Verdana;">Results:</span></b><span style="font-family:Verdana;"> The two simulation sessions positively influenced the theoretical knowledge of neonatal intensive care for 7th year students (p = 0.0391). Neonatal resuscitation management by students is better from one simulation session to another with a statistically significant difference (p = 0.0001). </span><b><span style="font-family:Verdana;">Conclusion:</span></b><span style="font-family:Verdana;"> Our study of 7th grade students showed the importance of this tool in their practical training at the University Hospital of Bogodogo. Advocacy must be organized for its acquisition in the university hospitals of Burkina Faso.</span></span></span></span>
<strong>Objective:</strong><span><span><span style="font-family:""><span style="font-family:Verdana;"> To study the place of simulation in the learning of newborn resuscitation among seventh year medical students at the University Hospital of Bogodogo in Ouagadougou, Burkina Faso. </span><b><span style="font-family:Verdana;">Material</span></b> <b><span style="font-family:Verdana;">and</span></b> <b><span style="font-family:Verdana;">Method:</span></b><span style="font-family:Verdana;"> Our study took place in the obstetrical gynaecology department of the University Hospital Centre of Bogodogo (UTH-B) from 15 December 2018 to 15 March 2019. We randomly selected two groups of students, with no stimulation. We recorded a theoretical questionnaire to all students at the beginning and then carried out two stimulation sessions at 1 month intervals in the competence laboratory of the National School of Public Health. Then we evaluated the theoretical and practical progress of the students over time. We analyzed our data through the Epi info software in version 3.5.1. </span><b><span style="font-family:Verdana;">Results:</span></b><span style="font-family:Verdana;"> The two simulation sessions positively influenced the theoretical knowledge of neonatal intensive care for 7th year students (p = 0.0391). Neonatal resuscitation management by students is better from one simulation session to another with a statistically significant difference (p = 0.0001). </span><b><span style="font-family:Verdana;">Conclusion:</span></b><span style="font-family:Verdana;"> Our study of 7th grade students showed the importance of this tool in their practical training at the University Hospital of Bogodogo. Advocacy must be organized for its acquisition in the university hospitals of Burkina Faso.</span></span></span></span>
