Abstract
We compared face-to-face and videoconference delivery of an education programme for health professionals on the subject of neonatal stabilization skills. A pre-test/post-test control group design was used to compare knowledge acquisition and satisfaction between the two modalities. There were no statistically significant differences between delivery modalities for knowledge acquisition. Both groups showed significant gains in knowledge when pre- and post-test scores were compared. Responses to most of the items in a survey of satisfaction with the course did not differ significantly between the two groups. Face-to-face participants expressed higher levels of comfort in interacting with the presenter, and those in the videoconference group were more willing to receive the course via videoconference in the future. Videoconferencing provided an effective and acceptable way of delivering neonatal stabilization skills.
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