Knowledge Improvement After a Neonatal Resuscitation Course in a Low-Resource Setting

Abstract

Background: The application of neonatal guidelines developed for high-resource settings is often difficult in low-resource settings due to structural differences and lack of equipment and personnel. The Helping Babies Breathe (HBB) program has been developed to overcome this limitation by adapting the protocols to local needs and resources. Objective: To evaluate knowledge after the HBB course among healthcare providers in a low-resource setting. Methods: A prospective, observational assessment of knowledge after a HBB course and knowledge retainment three months later. Participants were 38 healthcare providers in a referral hospital of Abidjan in Côte d’Ivoire. A multiple-choice written test was administered before the course, after the course and three months later to assess knowledge changes. Results: Over maximum 18 points, median total score was 14 points (IQR 12–15) before the course, 15 points (IQR 13–16) after the course, and 14 points (IQR 13–15) three months later. A passing criterion of ≥80% was achieved by 26% participants before the course, 58% after the course (p = 0.006) and 39% three months later (p = 0.07). Conclusions: In a referral hospital in Côte d’Ivoire, neonatal resuscitation knowledge of healthcare staff increased after a HBB course but the performance was lower at the three-month assessment than immediately after the course. Further research may assess long-term knowledge retainment and future educational interventions may target other areas of improvement.

The authors' abstract, as published at the source. Children, 2026 · DOI ↗