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Effectiveness of integrated simulation and team-based learning in paediatric postgraduates for cardiopulmonary resuscitation training: a multiple methods study

Year: 2026

Type: article

Abstract: BACKGROUND: Paediatric Cardiopulmonary resuscitation (CPR) is critical for saving children who experience cardiac arrest, but traditional teaching is often ineffective at improving clinical competence and teamwork. This study evaluates an innovative, understudied model: integrated simulation combined with Team-Based Learning (TBL) in CPR training among paediatric postgraduates. METHODS: This multi-methods observational study involved twenty-four paediatric postgraduates. The teaching method consisted of integrated simulation combined with TBL. Learning performance was measured before and after the course. Semi-structured interviews were conducted and recorded to collect data until data saturation was achieved, with the resulting data analyzed using inductive thematic analysis within a constructivist paradigm. Two researchers independently coded transcripts using NVivo 12.0, identified themes iteratively, and ensured rigour through member checking. RESULTS: The integrated simulation with TBL approach produced significant improvements in clinical operation scores: hands-on CPR (80.95 ± 5.81 vs. 88.46 ± 7.35), endotracheal intubation (76.03 ± 6.51 vs. 81.89 ± 9.72), defibrillation (79.96 ± 4.37 vs. 89.84 ± 3.98), and teamwork (28.33 ± 2.46 vs. 32.99 ± 2.85) (P < 0.05). For the qualitative component, semi-structured interviews were conducted with 11 participants, and analysis identified 10 core themes grouped into four clusters: "reflection and feedback," "highly simulated clinical scenario," "improving clinical thinking," and "teamwork and communication." CONCLUSION: The integrated simulation with TBL improves instructional effectiveness and overall clinical emergency response capabilities among paediatric postgraduates, thereby offering an innovative structured small-group learning method for paediatric CPR training.

Source: BMC Medical Education

DOI: 10.1186/s12909-026-08694-x