Resident training for eclampsia and magnesium toxicity management: Simulation or traditional lecture?

Nelli Fisher, Peter S. Bernstein, Andrew Satin, Setul Pardanani, Hye Heo, Irwin R. Merkatz, Dena Goffman

Research output: Contribution to journalArticlepeer-review

39 Scopus citations


Objective: To compare eclampsia and magnesium toxicity management among residents randomly assigned to lecture or simulation-based education. Study Design: Statified by year, residents (n = 38) were randomly assigned to 3 educational intervention groups: Simulation→Lecture, Simulation, and Lecture. Postintervention simulations were performed for all and scored using standardized lists. Maternal, fetal, eclampsia management, and magnesium toxcity scores were assigned. Mann-Whitney U, Wilcoxon rank sum and χ2 tests were used for analysis. Results: Postintervention maternal (16 and 15 vs 12; P < .05) and eclampsia (19 vs 16; P < .05) scores were significantly better in simulation based compared with lecture groups. Postintervention magnesium toxcitiy and fetal scores were not different among groups. Lecture added to simulation did not lead to incremental benefit when eclampsia scores were compared between Simulation→Lecture and Simulation (19 vs 19; P = nonsignificant). Conclusion: Simulation training is superior to traditional lecture alone for teaching crucial skills for the optimal management of both eclampsia and magnesium toxicity, 2 life-threatening obstetric emergencies.

Original languageEnglish (US)
Pages (from-to)379.e1-379.e5
JournalAmerican journal of obstetrics and gynecology
Issue number4
StatePublished - Oct 2010


  • eclampsia simulation
  • obstetric emergencies training
  • resident education

ASJC Scopus subject areas

  • Obstetrics and Gynecology


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