Introduction: During the initial surge of the COVID‐19 pandemic, in accordance with AAMC recommendations, all undergraduate medical student learning at the Herbert Wertheim College of Medicine was transitioned to online platforms. We developed a voice‐over interactive presentation for the teaching of pharmacologic treatments used in the American Heart Association (AHA) Advanced Cardiac Life Support (ACLS) algorithms. Methods All fourth‐year students in the Class of 2020 (n=120) viewed the mandatory online presentation and completed the associated 28 item MCQ assessment. The 16‐minute voice‐over presentation was prepared using Microsoft PowerPoint. Content addressed all major AHA ACLS algorithms including approximately six minutes of content specifically addressing pharmacologic interventions. Both the presentation and the assessment were delivered to students though the CanvasMed learning management system. Student satisfaction and feedback were obtained via anonymous post‐session survey administered through the Qualtrics survey tool. Results: All students (n=120) completed the post‐session assessment. Of the 28 items, seven assessed pharmacologic interventions. Overall mean performance on the post‐session assessment was 89.6% (SD 7.5%) and 74.4% (SD 17.4%) on pharmacology‐directed items. 80 out of 120 students (response rate= 66.7%) completed the post‐session survey. On a 5‐point Likert scale (0‐“Not at all” through 4‐“Very”), mean post‐session response to the statement “How satisfied were you with the online lesson?” was found to be 3.27 (SD 0.85), with 47.5% (n=38) selecting “Very” and 37.5% (n=30), selecting “Mostly.” Conclusion: An interactive online platform may be used effectively to teach pharmacologic ACLS interventions to fourth year medical students. This online module may also be used to facilitate more active learning pedagogies when students safely return to the classroom.
Background Training in Advanced Cardiac Life Support (ACLS) is a vital component of medical education. However, data suggests that learners are not satisfied with traditional ACLS learning formats and quickly lose mastery of the pharmacologic knowledge obtained. Prior studies have shown high learner satisfaction and knowledge mastery related to the ‘gamification’ of learning sessions. We hypothesize that the utilization of an online pre‐session learning module followed by a case‐based escape room simulation will lead to high levels of learner knowledge, satisfaction, and confidence in ACLS pharmacology. Methods All fourth‐year medical students (n=112) in the Class of 2021 participated in an online pre‐session module and escape room activity. Initially, all students completed a short (16‐minute) online learning module designed to teach the basics of ACLS pharmacology. After this module, students completed a 28‐item pre‐session MCQ quiz to assess baseline knowledge and to ensure preparation for the escape room activity. Students then completed a high‐fidelity case‐based escape room activity consisting of six ten‐minute stations incorporating simulators, puzzles, and clues related to ACLS relevant pharmacologic concepts and algorithms. After the activity, students completed the same 28‐items as a post‐session MCQ quiz and a 14‐item satisfaction/confidence survey. Pre‐ and post‐session results were compared via paired t‐tests. Results All 112 participants (RR=100%) completed both the pre‐ and post‐session knowledge assessments. Overall mean performance on pre‐ and post‐session assessments was 87.6% (SD 8.4) vs. 95.7% (SD 5.0), respectively (Table 1, p<0.0001). Mean pre‐ and post‐session performance on pharmacology specific items was 77.7% (SD 11%) and 92.8% (SD 9.5%), respectively (Table 1, p<0.0001). 111 participants (RR=99%) completed the post‐session confidence survey. On a 7‐point Likert scale (1‐“Strongly Disagree” through 7‐“Strongly Agree, ”Figure 1), mean agreement with the statement “The ACLS module improved my knowledge of medical decision making for patients in cardiac arrest” was 6.6 (SD 0.8). On a 10‐point Likert scale, students rated their pre‐ and post‐session confidence in “Addressing a patient in cardiac arrest” at 7.7 (SD 2.1) and 8.4 (SD 1.6), respectively (p=0.0019). Conclusion Participation in the online pre‐session module and escape room activity led to significant knowledge gains in ACLS pharmacology along with high levels of learner confidence and satisfaction. This innovative approach may be used to teach ACLS pharmacology to fourth‐year medical students and to supplement traditional ACLS certification courses.
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