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Am J Perinatol 2017; 34(05): 520-522
DOI: 10.1055/s-0036-1593846
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Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Improving the Identification of Neonatal Encephalopathy: Utility of a Web-Based Video Tool

Autumn S. Ivy
1   Division of Child Neurology, Lucile Packard Children's Hospital, Stanford University School of Medicine, Stanford, California
,
Catherine L. Clark
1   Division of Child Neurology, Lucile Packard Children's Hospital, Stanford University School of Medicine, Stanford, California
,
Sarah M. Bahm
2   Department of Pediatrics, Lucile Packard Children's Hospital, Stanford University School of Medicine, Stanford, California
,
Krisa P. Van Meurs
3   Division of Neonatology, Lucile Packard Children's Hospital, Stanford University School of Medicine, Stanford, California
,
Courtney J. Wusthoff
1   Division of Child Neurology, Lucile Packard Children's Hospital, Stanford University School of Medicine, Stanford, California
3   Division of Neonatology, Lucile Packard Children's Hospital, Stanford University School of Medicine, Stanford, California
› Author Affiliations
Further Information

Publication History

31 January 2016

22 September 2016

Publication Date:
27 October 2016 (online)

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Abstract

Objective This study tested the effectiveness of a video teaching tool in improving identification and classification of encephalopathy in infants.

Study Design We developed an innovative video teaching tool to help clinicians improve their skills in interpreting the neonatal neurological examination for grading encephalopathy. Pediatric residents were shown 1-minute video clips demonstrating exam findings in normal neonates and neonates with various degrees of encephalopathy. Findings from five domains were demonstrated: spontaneous activity, level of alertness, posture/tone, reflexes, and autonomic responses. After each clip, subjects were asked to identify whether the exam finding was normal or consistent with mild, moderate, or severe abnormality. Subjects were then directed to a web-based teaching toolkit, containing a compilation of videos demonstrating normal and abnormal findings on the neonatal neurological examination. Immediately after training, subjects underwent posttesting, again identifying exam findings as normal, mild, moderate, or severe abnormality.

Results Residents improved in their overall ability to identify and classify neonatal encephalopathy after viewing the teaching tool. In particular, the identification of abnormal spontaneous activity, reflexes, and autonomic responses were most improved.

Conclusion This pretest/posttest evaluation of an educational tool demonstrates that after viewing our toolkit, pediatric residents were able to improve their overall ability to detect neonatal encephalopathy.

Keywords

neonatal encephalopathy - online teaching tool - neurological examination
 

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