Retención en los primeros meses después de un curso de las habilidades en soporte vital básico

Castillo, Jordi; Arqué, Daniel Arbonés; Vico, Ricardo Belmonte; Higueras, Encarnación Rodríguez

doi:10.1016/j.aprim.2021.101973

Cited by 2 publications

(1 citation statement)

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“…From the current educational strategies in teaching BLS-AED to traditional training with an instructor as a model, recently, alternative options (mixed or online) have emerged [5], with controversial results due to the progressive decline of knowledge and skills [6] resulting in suboptimal clinical care and poor survival outcomes [2]. It is important to develop new teaching techniques to update and maintain knowledge and skills in BLS-AED [7].…”

Section: Introductionmentioning

confidence: 99%

Efficacy of Virtual Reality Simulation in Teaching Basic Life Support and Its Retention at 6 Months

Castillo

Rodríguez-Higueras

Belmonte

et al. 2023

IJERPH

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Educational efficiency is the predetermining factor for increasing the survival rate of patients with cardiac arrest. Virtual reality (VR) simulation could help to improve the skills of those undergoing basic life support–automated external defibrillation (BLS–AED) training. Our purpose was to evaluate whether BLS–AED with virtual reality improves the skills and satisfaction of students enrolled in in-person training after completing the course and their retention of those skills 6 months later. This was an experimental study of first-year university students from a school of health sciences. We compared traditional training (control group—CG) with virtual reality simulation (experimental group—EG). The students were evaluated using a simulated case with three validated instruments after the completion of training and at 6 months. A total of 241 students participated in the study. After the training period, there were no statistically significant differences in knowledge evaluation or in practical skills when assessed using a feedback mannequin. Statistically significant results on defibrillation were poorer in the EG evaluated by the instructor. Retention at 6 months decreased significantly in both groups. The results of the teaching methodology using VR were similar to those obtained through traditional methodology: there was an increase in skills after training, and their retention decreased over time. Defibrillation results were better after traditional learning.

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