A randomized controlled trial of sublingual misoprostol and intramuscular oxytocin for prevention of postpartum hemorrhage

2015 ◽  
Vol 292 (6) ◽  
pp. 1231-1237 ◽  
Author(s):  
G. Prema Priya ◽  
P. Veena ◽  
Latha Chaturvedula ◽  
L. Subitha
Keyword(s):  
Randomized Controlled Trial ◽  
Postpartum Hemorrhage ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Sublingual Misoprostol

Randomized controlled trial comparing 200 μg and 400 μg sublingual misoprostol for prevention of primary postpartum hemorrhage

2016 ◽  
Vol 133 (2) ◽  
pp. 173-177 ◽  
Author(s):  
Innocent A. Ugwu ◽  
Timothy A. Oluwasola ◽  
Obehi O. Enabor ◽  
Ngozi N. Anayochukwu-Ugwu ◽  
Abolaji B. Adeyemi ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Postpartum Hemorrhage ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Sublingual Misoprostol

Comparative effectiveness of a serious game and usual supervised work for postpartum hemorrhage management: a crossover randomized controlled trial (Preprint)

2021 ◽  
Author(s):  
Sandrine Voillequin ◽  
Patrick Rozenberg ◽  
Katell Le Tutour ◽  
Anne Rousseau
Keyword(s):  
Randomized Controlled Trial ◽  
Student Satisfaction ◽  
Postpartum Hemorrhage ◽  
Controlled Trial ◽  
Ease Of Use ◽  
Serious Game ◽  
Case Vignette ◽  
Secondary Outcome ◽  
Decision Algorithm ◽  
Randomized Controlled

UNSTRUCTURED Purpose: Because serious games promote learning and cognitive skill development, they may be useful for teaching students to manage postpartum hemorrhage (PPH) and its complex decision algorithm. This study aimed to compare the effectiveness of a serious game with usual supervised work in producing knowledge and satisfaction. Methods: This two-center two-stage crossover randomized controlled trial included student midwives. One group underwent the serious game intervention in the first period (January 2018) and the usual supervised classroom work in the second (May 2018); the other group followed the reverse chronology. The primary outcome was knowledge of the PPH management algorithm, assessed by responses to a case vignette after each intervention session. Satisfaction was the secondary outcome. Results: The serious game-supervised work (SG-SW) chronology was allocated to 48 students, and its inverse (SW-SG) to 47; knowledge did not differ between the two groups (respectively, 89.5% versus 83.5%, P=0.3). Satisfaction was significantly higher for the game for its overall grade (6.8 vs 6.1, P=0.009), engagingness (very good 82.1% vs 24.3%, P<.001), and ease of use (very good 77.9% vs 46.1%, P<.001) Conclusion: The serious game did not produce more knowledge than supervised work, but is probably educationally useful because of greater student satisfaction.

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