A required, combined ACLS/ATLS provider course for senior medical students at East Carolina University

Mehne, Paul R.; Allison, E Jackson; Williamson, Joseph E.; Landis, Sandra S.; Brinson, Helen

doi:10.1016/s0196-0644(87)80067-7

Cited by 11 publications

(3 citation statements)

References 3 publications

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“…A number of studies have assessed the impact of trauma courses on participants' performance in cognitive, clinical, and surgical skills with many showing an improvement in trauma management [16][17][18][19][20][21] . Our findings support these studies but also identify the specific changes reported by course participants.…”

Section: Discussionmentioning

confidence: 99%

Do trauma courses change practice? A qualitative review of 20 courses in East, Central and Southern Africa

Ologunde

Turner³

et al. 2017

Injury

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Section: Discussionmentioning

confidence: 99%

Do trauma courses change practice? A qualitative review of 20 courses in East, Central and Southern Africa

Ologunde

Turner³

et al. 2017

Injury

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“…These formats include interactive multimedia courses 99,147,148 ; case-based presentations 149 ; integration of ACLS or PALS content into a larger curriculum such as medical student or resident training 137,150,151 ; noncomputer-based, self-directed learning 152 ; problem-based learning 153,154 ; or combination of resuscitation courses with other programs such as Advanced Trauma Life Support (ATLS). 155 It is reasonable to consider alternative course scheduling formats for advanced life support courses (eg, ACLS or PALS), provided acceptable programmatic evaluation is conducted and learners meet course objectives (Class IIa, LOE B).…”

Section: Course Delivery Formatsmentioning

confidence: 99%

Part 16: Education, Implementation, and Teams

Bhanji¹,

Mancini²,

et al. 2010

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C ardiac arrest occurs in a wide variety of settings, from the unanticipated event in the out-of-hospital setting to anticipated arrests in the intensive care unit. Outcome from cardiac arrest is a function of many factors including the willingness of bystanders to perform cardiopulmonary resuscitation (CPR), the ability of rescuers to integrate knowledge and psychomotor skills, the quality of performance delivered by individual rescuers and teams, and the efficiency and effectiveness of post-cardiac arrest care.The Chain of Survival is a metaphor used to organize and describe the integrated set of time-sensitive, coordinated actions necessary to maximize survival from cardiac arrest. The use of evidence-based education and implementation strategies can optimize the links of that chain.Strengthening the Chain of Survival in the prehospital setting requires focus on prevention and immediate recognition of cardiac arrest, increasing the likelihood of high-quality bystander CPR and early defibrillation, and improving regional systems of care. In the hospital setting, organized efforts targeting early identification and prevention of deterioration in patients at risk can decrease the incidence of cardiac arrest. The challenge for resuscitation programs is twofold: to ensure that providers acquire and maintain the necessary knowledge, skills, and team behavior to maximize resuscitation outcome; and to assist response systems in developing, implementing, and sustaining an evidence-based Chain of Survival.Maximizing survival from cardiac arrest requires improvement in resuscitation education and the implementation of systems that support the delivery of high-quality resuscitation and postarrest care, including mechanisms to systematically evaluate resuscitation performance. Well-designed resuscitation education can encourage the delivery of high-quality CPR. In addition continuous quality improvement processes should close the feedback loop and narrow the gap between ideal and actual performance. Community-and hospitalbased resuscitation programs should systematically monitor cardiac arrests, the level of resuscitation care provided, and outcomes. The cycle of measurement, benchmarking, feedback, and change provides fundamental information necessary to optimize resuscitation care and maximize survival.This chapter reviews key educational issues that affect the quality of resuscitation performance and describes major implementation and team-related issues shown to improve outcomes. The information is organized into four major categories: willingness to perform CPR, educational design, improving resuscitation quality, and issues related to implementation and outcomes.While Willingness to PerformWithout immediate initiation of CPR, most victims of cardiac arrest will die. Bystander CPR can significantly improve survival rates from cardiac arrest, 3 but recent evidence indicates that only 15% to 30% of victims of out-of-hospital arrest receive CPR before EMS arrival. 4 Strategies to increase the incidence of bystander-ini...

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“…35 Senior medical students taught on combined ACLS/ATLS provider course had similar completion rates; 95% compared with 92%. 36 Reinforcement of the factual information within the manual occurs during the formal lectures and skill stations of the course.…”

Section: Course Compositionmentioning

confidence: 99%

The Advanced Trauma Life Support course: a history of its development and review of related literature

Carmont¹

2005

Postgraduate Medical Journal

106

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A required, combined ACLS/ATLS provider course for senior medical students at East Carolina University

Cited by 11 publications

References 3 publications

Do trauma courses change practice? A qualitative review of 20 courses in East, Central and Southern Africa

Do trauma courses change practice? A qualitative review of 20 courses in East, Central and Southern Africa

Part 16: Education, Implementation, and Teams

The Advanced Trauma Life Support course: a history of its development and review of related literature

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