A new evaluation method for instructors of advanced cardiac life support

Faculty Development Approaches for Life Support Courses: A Scoping Review

“…A search of the databases identified a total of 13 219 records. After removing 2909 duplicates, 10 310 records were screened by reviewing the titles and abstracts; 107 potentially relevant records were included in the full‐text assessment and a total of 20 studies, 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 including 5 conference abstracts, 15 , 21 , 25 , 26 , 31 1 short communication 29 and 14 full‐length articles, † were included in the final analysis. A flow diagram of the reviewing process is shown in Figure .…”

“…A flow diagram of the reviewing process is shown in Figure . There were 6 randomized controlled trials, 12 , 14 , 16 , 17 , 18 , 20 12 nonrandomized studies, 15 , 19 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 and 2 descriptive surveys. 13 , 23 Interventions in the included studies are shown in Table 1 .…”

“…In one study, 20 ALS instructors were randomized to an educational program with a session on how to identify common errors committed by team leaders during cardiac arrest simulations or to the control group of no intervention. The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group.…”

“…The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group. 20 Another RCT 16 compared whether an additional 2‐day BLS and emergency medicine teacher training program course for instructors influenced the outcomes of students. The study found that students taught by untrained teachers performed better in the structured clinical exam when compared with students taught by instructors who had completed the teacher training program.…”

“… 14 , 17 , 25 Apart from aiding devices and approaches for teaching, additional courses had been proposed to enhance specific ability for assessing, and 4 out of 5 included articles with additional training programs had a positive effect on their instructional competences. 13 , 20 , 28 , 29 As instructors, they should not only focus on the process of knowledge delivery but also be able to deal with various learner groups and make appropriate adaptation. Most of the current instructor courses as well as additional programs were delivered by workshops or seminars, whereas various approaches of training method and innovative educational strategies have been introduced in resuscitation provider training.…”

Faculty Development Approaches for Life Support Courses: A Scoping Review

“…A search of the databases identified a total of 13 219 records. After removing 2909 duplicates, 10 310 records were screened by reviewing the titles and abstracts; 107 potentially relevant records were included in the full‐text assessment and a total of 20 studies, 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 including 5 conference abstracts, 15 , 21 , 25 , 26 , 31 1 short communication 29 and 14 full‐length articles, † were included in the final analysis. A flow diagram of the reviewing process is shown in Figure .…”

“…A flow diagram of the reviewing process is shown in Figure . There were 6 randomized controlled trials, 12 , 14 , 16 , 17 , 18 , 20 12 nonrandomized studies, 15 , 19 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 and 2 descriptive surveys. 13 , 23 Interventions in the included studies are shown in Table 1 .…”

“…In one study, 20 ALS instructors were randomized to an educational program with a session on how to identify common errors committed by team leaders during cardiac arrest simulations or to the control group of no intervention. The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group.…”

“…The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group. 20 Another RCT 16 compared whether an additional 2‐day BLS and emergency medicine teacher training program course for instructors influenced the outcomes of students. The study found that students taught by untrained teachers performed better in the structured clinical exam when compared with students taught by instructors who had completed the teacher training program.…”

“… 14 , 17 , 25 Apart from aiding devices and approaches for teaching, additional courses had been proposed to enhance specific ability for assessing, and 4 out of 5 included articles with additional training programs had a positive effect on their instructional competences. 13 , 20 , 28 , 29 As instructors, they should not only focus on the process of knowledge delivery but also be able to deal with various learner groups and make appropriate adaptation. Most of the current instructor courses as well as additional programs were delivered by workshops or seminars, whereas various approaches of training method and innovative educational strategies have been introduced in resuscitation provider training.…”

Faculty Development Approaches for Life Support Courses: A Scoping Review

“…A search of the databases identified a total of 13 219 records. After removing 2909 duplicates, 10 310 records were screened by reviewing the titles and abstracts; 107 potentially relevant records were included in the full‐text assessment and a total of 20 studies, 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 including 5 conference abstracts, 15 , 21 , 25 , 26 , 31 1 short communication 29 and 14 full‐length articles, † were included in the final analysis. A flow diagram of the reviewing process is shown in Figure .…”

“…A flow diagram of the reviewing process is shown in Figure . There were 6 randomized controlled trials, 12 , 14 , 16 , 17 , 18 , 20 12 nonrandomized studies, 15 , 19 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 and 2 descriptive surveys. 13 , 23 Interventions in the included studies are shown in Table 1 .…”

“…In one study, 20 ALS instructors were randomized to an educational program with a session on how to identify common errors committed by team leaders during cardiac arrest simulations or to the control group of no intervention. The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group.…”

“…The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group. 20 Another RCT 16 compared whether an additional 2‐day BLS and emergency medicine teacher training program course for instructors influenced the outcomes of students. The study found that students taught by untrained teachers performed better in the structured clinical exam when compared with students taught by instructors who had completed the teacher training program.…”

“… 14 , 17 , 25 Apart from aiding devices and approaches for teaching, additional courses had been proposed to enhance specific ability for assessing, and 4 out of 5 included articles with additional training programs had a positive effect on their instructional competences. 13 , 20 , 28 , 29 As instructors, they should not only focus on the process of knowledge delivery but also be able to deal with various learner groups and make appropriate adaptation. Most of the current instructor courses as well as additional programs were delivered by workshops or seminars, whereas various approaches of training method and innovative educational strategies have been introduced in resuscitation provider training.…”

Faculty Development Approaches for Life Support Courses: A Scoping Review

“…A search of the databases identified a total of 13 219 records. After removing 2909 duplicates, 10 310 records were screened by reviewing the titles and abstracts; 107 potentially relevant records were included in the full‐text assessment and a total of 20 studies, 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 including 5 conference abstracts, 15 , 21 , 25 , 26 , 31 1 short communication 29 and 14 full‐length articles, † were included in the final analysis. A flow diagram of the reviewing process is shown in Figure .…”

“…A flow diagram of the reviewing process is shown in Figure . There were 6 randomized controlled trials, 12 , 14 , 16 , 17 , 18 , 20 12 nonrandomized studies, 15 , 19 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 and 2 descriptive surveys. 13 , 23 Interventions in the included studies are shown in Table 1 .…”

“…In one study, 20 ALS instructors were randomized to an educational program with a session on how to identify common errors committed by team leaders during cardiac arrest simulations or to the control group of no intervention. The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group.…”

“…The instructors in the educational program found more critical errors (1.70 versus 1.10, P =0.006), made more correct grade assignments (2.35 versus 2.0, P =0.026), and documented more errors that were emphasized in the educational program (3.61 versus 2.25, P =0.0001) compared with the control group. 20 Another RCT 16 compared whether an additional 2‐day BLS and emergency medicine teacher training program course for instructors influenced the outcomes of students. The study found that students taught by untrained teachers performed better in the structured clinical exam when compared with students taught by instructors who had completed the teacher training program.…”

“… 14 , 17 , 25 Apart from aiding devices and approaches for teaching, additional courses had been proposed to enhance specific ability for assessing, and 4 out of 5 included articles with additional training programs had a positive effect on their instructional competences. 13 , 20 , 28 , 29 As instructors, they should not only focus on the process of knowledge delivery but also be able to deal with various learner groups and make appropriate adaptation. Most of the current instructor courses as well as additional programs were delivered by workshops or seminars, whereas various approaches of training method and innovative educational strategies have been introduced in resuscitation provider training.…”