Knowledge of Guidelines for Cardiopulmonary Resuscitation among Brazilian Medical Students

Moura, Felipe Scipião; Carvalho, Felipe Veiga de; Martins, Maria do Carmo de Carvalho e; Vasconcelos, Gerardo Mesquita; Mello, Patrícia Machado Veiga de Carvalho

doi:10.1590/1981-52712015v40n1e01772015

Cited by 8 publications

(7 citation statements)

References 18 publications

(15 reference statements)

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“…Second, although clinical exposure is important to gain experience in ECG analysis and interpretation,15 experiential learning alone does not guarantee ECG competence unless it is supplemented by structured teaching 16. Third, medical knowledge is ever-expanding,17 and there is limited time allocated to the teaching of electrocardiography in medical curricula 18–22. Alternative methods of instruction are therefore being sought to improve ECG training.…”

Section: Introductionmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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ObjectivesIt remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence among medical students and residents.DesignThis systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.Data sourcesElectronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes for articles identified by the search.Eligibility criteriaStudies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents.Data extraction and synthesisTwo reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis.ResultsIn all studies, CAI was compared with face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, subanalyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence.ConclusionCAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning.PROSPERO registration numberCRD42017067054.

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Section: Introductionmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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“…The main reasons for exclusion were: validation of questionnaires; studies with lay people; experience reports; review studies; advanced life support and studies with technical health professionals. Finally, 16 studies met the eligibility criteria and were included in this review 6,7,8,[10][11][12][13][14][15][16][17][18][19][20][21] .…”

Section: Resultsmentioning

confidence: 99%

Conhecimento de acadêmicos e profissionais de saúde sobre Suporte Básico de Vida

et al. 2020

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Introdução: Avaliação inadequada e desconhecimento dos procedimentos aplicáveis em emergências são fatores que podem resultar maior morbidade e mortalidade. Objetivo: Revisar sistematicamente estudos da literatura nacional sobre o conhecimento de acadêmicos e profissionais da saúde em suporte básico de vida e parada cardiorrespiratória. Métodos: Revisão sistemática de estudos publicados em periódicos indexados nas bases SciELO e LILACS. Descritores: “Reanimação Cardiopulmonar”, “Suporte Básico de Vida”, “Parada Cardíaca”, “Educação em Saúde” e “Conhecimento”. Foram incluídos artigos completos publicados até dezembro de 2018. Esses analisaram o conhecimento de acadêmicos e/ou profissionais da saúde sobre suporte básico de vida e seus procedimentos, assim como, estratégias de ensino. Foram excluídos estudos com profissionais de nível técnico e/ou, com condutas hospitalares e/ou suporte avançado de vida. Resultados: As buscas identificaram 60 artigos, sendo 16 incluídos. Desses, onze eram observacionais e cinco de intervenção. Os estudos observacionais identificaram o desconhecimento de 1.178 acadêmicos e 335 profissionais sobre a identificação da parada cardiorrespiratória, sequência do suporte básico de vida, relação ventilação/compressão, interrupção das compressões e uso do desfibrilador externo automático. Os estudos de intervenção, envolvendo 24 estudantes e 189 profissionais, indicaram que estratégias de aprendizagem ativas podem melhorar o conhecimento. Conclusão: Os resultados indicam que acadêmicos e profissionais da saúde apresentam limitações no conhecimento sobre parada cardiorrespiratória e suporte básico de vida, o que pode implicar em maiores agravos e menor sobrevida para pacientes em emergência.

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“…Studies show that there is a lack of knowledge among students regarding cardiopulmonary resuscitation techniques as recommended by international guidelines (4,10,11). It is imperative that universities take on the role of initiating change in the culture of safety and ingrain awareness that does not change when they join the workforce where the patient safety culture is still not optimal.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Cardiac Resuscitation Course for Final Year Medical Students during Anaesthesia Rotation

Subramaniam

Jee

Rahman

2017

EIMJ

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Introduction: Many tasks seem daunting for a new medical graduate who is starting houseman posting; as educators, we must ask ourselves whether our graduates are ready to face emergency situations as the first responders during a crisis. Exploration of undergraduate students' perceptions highlights needs in some areas, including acute care, practical skills and prescribing. Armed with basic resuscitation skills, students could face emergencies with more confidence and skill. Method: Seven cohorts of final-year students completed a one-and-a-half day cardiac life support course and were assessed using megacode and pre-and post-course multiple choice questions. Results: The pre-and post-test analysis using paired sample T-test demonstrated significant performance improvement (p < 0.001) in all cohorts. Conclusion: The structured cardiac life support course conducted for finalyear students effectively improved students' knowledge in advanced cardiac resuscitation.

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Knowledge of Guidelines for Cardiopulmonary Resuscitation among Brazilian Medical Students

Cited by 8 publications

References 18 publications

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Conhecimento de acadêmicos e profissionais de saúde sobre Suporte Básico de Vida

Effectiveness of Cardiac Resuscitation Course for Final Year Medical Students during Anaesthesia Rotation

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