An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based Training

Abstract

Purpose:The optimal type of patient simulation for different levels of learners has not been extensively studied. The purpose of the study was to compare preclerkship medical student responses and course achievement according to different types of patient simulations in an introductory advanced life support (IALS) course. Methods: A full-day, simulation-based IALS course was developed for preclerkship medical students who attended a four-week introduction to a clinical medicine program. One hundred eighteen students were trained in three days. Onsite interactive simulation with verbal debriefing (interactive type) was applied on the first day, and full-mission, realistic simulation with video-assisted debriefing (realistic type) was applied on the second and third days. At the end of course, students evaluated the course and their simulation experiences and completed a written post-test. Results: Student responses to the course and patient simulations were very positive. Students who experienced the realistic type of patient simulations more highly rated in realistic experiences, such as patient care, than the interactive type group (3.83±0.88 vs. 3.41±0.84, p=0.018). Values for team communication training were more highly rated by students in the interactive type group than the realistic type (4.69±0.52 vs. 4.39±0.86, p=0.022). There was no significant difference in post-test scores between the two groups (realistic, 67.63±10.80; interactive, 66.73±9.93, p=0.654). Conclusion: Both types of patient simulation provide valuable learning experiences to preclerkship medical students, with their own advantages in an IALS course. Onsite interactive simulation with verbal debriefing may be more cost-effective tool for preclerkship medical students.

Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability

“…따라서 간호학 생 [7,[9][10][11][12], 의대생 [13], 응급구조과 학생 [14,15], 간호사 [16][17][18][19], 의사 [20]를 대상으로 기본심폐소생술, 전문심장소생술 및 심폐 응급간호에 대한 다양한 형태의 시뮬레이션 교육의 효과가 확 인되어 왔다.…”

“…그동안 국내에서 전문심장소생술에 시뮬레이션을 활용 하여 효과를 검증한 연구로는 단일군을 대상으로 한 연구 [10,11,16,19]가 있었고, 전통적인 방법과 비교한 연구들을 살펴 보면 시뮬레이션교육이 전통적 교육군보다 지식 [9,14,17,21], 비 판적 사고성향 [22], 자신감 [23,24], 문제해결력 [6,21], 임상수행 능력 또는 술기수행도 [6,13,14,17,18] 및 만족도 [15,24]가 더 높 았으나 일부 연구에서는 이와 반대로 지식 [7,18,24], 비판적 사고 성향 [6], 자신감 또는 자기효능감 [13,15,18,21,25], 문제해결과정 [17], 임상수행능력 [7,21] …”

The additional ımpact of simulation based medical training to traditional medical training alone in advanced cardiac life support: a scenario based evaluation

“…(4) In 2012, a paper from Korea found that after one month of ACLS training, there was no significant difference between SBMT and TMT groups. (11) In this study, we aim to evaluate the additional impact of SBMT by comparing the efficacy for the combination of SBMT and TMT, with TMT alone in ACLS training via a standard ACLS scenario.…”

Research in Medical Education: Transforming Ideas into Action

“…최근 의학교육 현장에서는 졸업 후 수행할 직무에 가장 근접한 학습형태로 표준화 환자(standardized patient, SP)나 시뮬레이션 장치를 활용한 교육 요구도가 높아지고 있으며, 좀 더 효과적인 교육을 위한 많은 도전적 과제를 제시하고 있다. Yoo et al [ 2 ]은 시뮬레이터를 활용한 수업에 전통적 방식과 구성주의 방식을 적용하여 학습자들의 반응과 학업성취도를 비교하여 좀 더 효율적인 교수방법이 무엇인지 제시하고자 하였다. SP를 활용한 교육 표준화 및 교육의 질을 보장하기 위해 SP trainer의 역할이 무엇보다 중요하므로 Kim et al [ 3 ]은 SP trainer의 직무를 분석하고 SP trainer의 활동영역을 탐색하였다.…”