Comparison of a Modified Longitudinal Simulation-Based Advanced Cardiovascular Life Support to a Traditional Advanced Cardiovascular Life Support Curriculum in Third-Year Medical Students

Ko, Paul; Scott, Jay M; Mihai, Aurel; Grant, William D.

doi:10.1080/10401334.2011.611763

Cited by 26 publications

(31 citation statements)

References 24 publications

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“…12 Similarly, for the American Heart Association's (AHA) Advanced Cardiac Life Support (ACLS) skills, no additional benefit of high-fidelity simulation was seen by some, 13,14 whereas others have found additional benefits of high-fidelity simulation. [15][16][17] One possible explanation for the discrepancy in these research findings could be that the relationship between fidelity and learning is dependent upon learner experience. 18 According to cognitive load theory, working memory is limited with respect to the amount of information it can hold and the number of operations it can perform on that information.…”

Section: Introductionmentioning

confidence: 69%

A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios

Adams

Wasson

Admire

et al. 2015

Journal of Surgical Education

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Section: Introductionmentioning

confidence: 69%

A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios

Adams

Wasson

Admire

et al. 2015

Journal of Surgical Education

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“… 9 , 10 Many medical school graduates feel underprepared and lack the confidence and skills to effectively participate in resuscitative efforts as interns beginning their residency programs. 10 – 14 The necessity for high-quality education of ACLS at the medical student level cannot be overstated. The integration of high-fidelity mannequin-based simulation (HFMBS) into existing ACLS curricula as a supplemental instructional tool has been advocated.…”

Section: Introductionmentioning

confidence: 99%

“…The integration of high-fidelity mannequin-based simulation (HFMBS) into existing ACLS curricula as a supplemental instructional tool has been advocated. 10 , 15 – 21 A recent study of medical students using HFMBS in ACLS training showed significantly improved knowledge and psychomotor skills. 22 The costs associated with acquiring and maintaining an HFMB simulator may be impeding its use in many ACLS training programs.…”

Section: Introductionmentioning

confidence: 99%

Randomized Trial of a Novel ACLS Teaching Tool: Does it Improve Student Performance?

Nacca¹,

Holliday²,

Ko³

2014

WestJEM

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IntroductionMounting evidence suggests that high-fidelity mannequin-based (HFMBS) and computer-based simulation are useful adjunctive educational tools for advanced cardiac life support (ACLS) instruction. We sought to determine whether access to a supplemental, online computer-based ACLS simulator would improve students’ performance on a standardized Mega Code using high-fidelity mannequin based simulation (HFMBS).MethodsSixty-five third-year medical students were randomized. Intervention group subjects (n = 29) each received a two-week access code to the online ACLS simulator, whereas the control group subjects (n = 36) did not. Primary outcome measures included students’ time to initiate chest compressions, defibrillate ventricular fibrillation, and pace symptomatic bradycardia. Secondary outcome measures included students’ subjective self-assessment of ACLS knowledge and confidence.ResultsStudents with access to the online simulator on average defibrillated ventricular fibrillation in 112 seconds, whereas those without defibrillated in 149.9 seconds, an average of 38 seconds faster [p<.05]. Similarly, those with access to the simulator paced symptomatic bradycardia on average in 95.14 seconds whereas those without access paced on average 154.9 seconds a difference of 59.81 seconds [p<.05]. On a subjective 5-point scale, there was no difference in self-assessment of ACLS knowledge between the control (mean 3.3) versus intervention (mean 3.1) [p-value =.21]. Despite having outperformed the control group subjects in the standardized Mega Code test scenario, the intervention group felt less confident on a 5-point scale (mean 2.5) than the control group. (mean 3.2) [p<.05]ConclusionThe reduction in time to defibrillate ventricular fibrillation and to pace symptomatic bradycardia among the intervention group subjects suggests that the online computer-based ACLS simulator is an effective adjunctive ACLS instructional tool.

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“…Brennen4 demonstrated similar poor success rates to ours in the lay public. It is clear that interval training increases retention [1,[14][15][16]. Most studies did not look at specific skills within ACLS.…”

Section: Discussionmentioning

confidence: 99%

Retention Rates of ACLS Skills in Senior Medical Students

Onedera¹

2013

TOEMJ

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Abstract:Objectives: The aim of this study was to assess the retention rate of Advanced Cardiac Life Support (ACLS) skills in third-year medical students who had few clinical opportunities or responsibilities to use them. It was hypothesised that using high-fidelity simulation would increase skills retention.Methods: This was a prospective observational study of 120 rising third year medical students. All students took and eventually passed a full two-day ACLS provider course. Subsequently, during the end of the year Comprehensive Clinical Performance Examination (CCPX) all students participated in a mega code with a Laerdal Hi-Fidelity Simulator. Their performance in 25 critical actions was dichotomously rated as "successful" or "not successful."Results: All students passed the initial ACLS course, six required standard remediation. One hundred and sixteen students took the end of year CCPX exam, and a success rate for critical actions ranged between 3.4% and 100%. Most students did well at recognition of fatal arrhythmias and cardiopulmonary resuscitation (CPR). Students performed poorly in airway/breathing assessment and management, as well as management of arrhythmias.Conclusions: ACLS skills are an important skill set for up coming physicians, and unless they are used in practice, they deteriote very quickly. Simulation did not increase student retention rates of ACLS skills to a great extent. Students did well in identifying problems, but did not treat these appropriately. This study suggests that educators should examine the goals of teaching ACLS to providers who have not clearly defined role in resuscitation.

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Comparison of a Modified Longitudinal Simulation-Based Advanced Cardiovascular Life Support to a Traditional Advanced Cardiovascular Life Support Curriculum in Third-Year Medical Students

Abstract: Students in a modified longitudinal simulation-based ACLS curriculum demonstrated better proficiency in learning ACLS compared to a traditional curriculum.

Cited by 26 publications

References 24 publications

A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios

A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios

Randomized Trial of a Novel ACLS Teaching Tool: Does it Improve Student Performance?

Retention Rates of ACLS Skills in Senior Medical Students

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