Background and Aims:Anaesthesia practice demands medical knowledge and skills as essential components for patient management in peri-operative emergencies. Since all residents are not exposed to such situations during their residency, training them using simulation technology could bridge this knowledge and skill gap. The aim of this study was to train and evaluate residents to manage anaesthesia emergencies on high fidelity simulators.Methods:Kirkpatrick model of program evaluation was carried out. Resident reaction was captured using a satisfaction questionnaire and the change in knowledge was assessed using pre-test and post-test Multiple Choice Questions (MCQs). Six scenarios were created and executed on a human patient simulator (HPS). All 22 residents participated in this teaching learning method. The steps of simulation teaching included pre-test, pre-briefing, orientation to manikins, performing/scribe, debriefing, feedback questionnaire, and post-test. The satisfaction questionnaire was administered following the second and fourth scenario.Results:95% residents agreed on overall satisfaction, that it helps in building team dynamics and clinical reasoning. All students agreed that this teaching had positive professional impact. 14% residents felt they were anxious during the class. The items in the questionnaire had a Cronbach's α value of 0.9. The mean score for pre-test was 24.22 ± 7 (Mean ± SD) and the post-test was 47.18 ± 5.6, the difference between the scores were statistically significant (P = 0.007).Conclusion:The use of high-fidelity simulation to train anaesthesia residents resulted in greater satisfaction scores and improved the residents' reasoning skills.
Background: Knowledge about basic life support (BLS) is mandatory for health-care professionals.
Aims and Objectives: This study is done with the objective to evaluate the knowledge about cardiopulmonary resuscitation (CPR) and use of automated external defibrillators (AEDs) among medical students who have completed MBBS course and has enrolled for internship.
Materials and Methods: A cross-sectional study using a validated questionnaire was given to MBBS interns before BLS training and same questionnaire was given 1 month after the training. The questionnaire included knowledge and attitudes toward use of CPR and AED and management of choking.
Results: Out of the 86 students who answered the questionnaire, the mean score was 11.28 during the pre-test. In the post-test questionnaire, the mean score was 13.91. There was a statistically significant difference (P=0.000) in the post-test scores conducted after 1 month. About 39.6% of students scored average marks (5–10) in the pre-test and 60.4% of students scored good (10–15) marks in the pre-test. After the training session in the post-test, 97.7% of students scored good marks (10–15) while only 2.32% scored average marks. P<0.001, Chi-square=35.97 is highly significant.
Conclusion: BLS training helps to increase knowledge of CPR and the use of an AED.
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