{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,14]],"date-time":"2026-07-14T12:26:05Z","timestamp":1784031965053,"version":"3.55.0"},"reference-count":30,"publisher":"Wiley","issue":"8","license":[{"start":{"date-parts":[[2020,2,22]],"date-time":"2020-02-22T00:00:00Z","timestamp":1582329600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Acta Paediatrica"],"published-print":{"date-parts":[[2020,8]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Aim<\/jats:title><jats:p>We sought to improve retention of neonatal resuscitation skills by modifying step 3 through additional functional verbalisation in Peyton's four\u2010step approach (P4S).<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>Newborn life support (NLS) training was performed in a simulation\u2010based setting. In contrast to the traditional approach, students taught with the modified approach were requested to explain every step of their performance in Peyton's step 3. A total of 123 students were allocated into both experimental groups. Students were then assessed by megacode on day four (initial assessment) and 6\u00a0months (follow\u2010up assessment).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Both groups showed similar scorings in the initial, follow\u2010up assessment and in mean change. On initial megacode, time to start with initial inflation and post\u2010resuscitation care was significantly faster in the control group. All showed a significant loss of performance irrespective of modification in step 3 in the follow\u2010up assessment. Only time until start with post\u2010resuscitation care shows a significant group difference in mean change between initial and follow\u2010up with increasing time in the control and decreasing time span in intervention group.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Both methods showed equal levels of knowledge acquisition and long\u2010term decline in NLS performances. Verbalisation in step 3 influenced speed of applied NLS performance.<\/jats:p><\/jats:sec>","DOI":"10.1111\/apa.15198","type":"journal-article","created":{"date-parts":[[2020,1,28]],"date-time":"2020-01-28T22:47:05Z","timestamp":1580251625000},"page":"1570-1579","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":14,"title":["Novel modified Peyton's approach for knowledge retention on newborn life support training in medical students"],"prefix":"10.1111","volume":"109","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4240-1868","authenticated-orcid":false,"given":"Nasenien","family":"Nourkami\u2010Tutdibi","sequence":"first","affiliation":[{"name":"Saarland University Medical Center Hospital for General Pediatrics and Neonatlogy Homburg Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anna\u2010Barbara","family":"Hilleke","sequence":"additional","affiliation":[{"name":"Saarland University Medical Center 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