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Background <p>Neonates with congenital heart disease may require delivery room interventions beyond standard care. Because existing guidelines and educational programs rarely address these needs, we developed and evaluated targeted educational modules.</p> Methods <p>Teams were randomized to online eLearning modules or directed readings. Individual pre-/post-knowledge scores were compared. Team performance was tested in simulated delivery scenarios including abruption, hypoplastic left heart syndrome, d-transposition of great arteries and congenital complete heart block.</p> Results <p>32 teams from 9 centers participated. The module group had improved knowledge scores (mean change 6% vs −0.3% e-Learning group, <i>p</i> = 0.01). Simulation performance was similar between groups except for hypoplastic left heart syndrome, where module groups scored lower, performing less bag-mask ventilation before intubation (82% vs 88%, <i>p</i> &lt; 0.05).</p> Conclusion <p>eLearning modules were well-accepted and improved knowledge scores. Simulation performance was similar between groups. Ongoing educational development of CCHD DR adaptations and their incorporation within standard NRP is required.</p>

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Development and implementation of educational modules on management of neonates with critical congenital heart disease in the delivery room (LEARN-CHD)

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Noorjahan Ali,
  • Brenda Law,
  • Alyssa R. Thomas,
  • Philip T. Levy,
  • Ruby Gupta,
  • Summer Elshenawy,
  • Danielle Reed,
  • Leeann R. Pavlek,
  • Jennifer Shepherd,
  • Sharada H. Gowda,
  • Molly K. Ball,
  • Beth Ann Johnson,
  • Chloe Joynt

摘要

Background

Neonates with congenital heart disease may require delivery room interventions beyond standard care. Because existing guidelines and educational programs rarely address these needs, we developed and evaluated targeted educational modules.

Methods

Teams were randomized to online eLearning modules or directed readings. Individual pre-/post-knowledge scores were compared. Team performance was tested in simulated delivery scenarios including abruption, hypoplastic left heart syndrome, d-transposition of great arteries and congenital complete heart block.

Results

32 teams from 9 centers participated. The module group had improved knowledge scores (mean change 6% vs −0.3% e-Learning group, p = 0.01). Simulation performance was similar between groups except for hypoplastic left heart syndrome, where module groups scored lower, performing less bag-mask ventilation before intubation (82% vs 88%, p < 0.05).

Conclusion

eLearning modules were well-accepted and improved knowledge scores. Simulation performance was similar between groups. Ongoing educational development of CCHD DR adaptations and their incorporation within standard NRP is required.