Retention of knowledge and skills after Advanced Cardiovascular Life Support courses

Tarantinos, Kyriakos; Chalkias, Athanasios; Giotakis, Efthymios; Athanasopoulou, Panagiota; Xanthos, Theodoros

doi:10.1016/j.ajem.2014.06.017

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Emphasizing the benefits of this action during training becomes important, because performance when training can improve retention of CPR skills. 15 Besides a difference in teaching method, the time span and re-evaluation in present study was different than Spooner where time span was 6 weeks, while present study was done 12 months after training. 14 In Table 2, 25 subjects or 48.08% did airway patency correcty, which was using head tilt chin lift or jawthrust technique.…”

Section: Discussionmentioning

confidence: 75%

Retention of basic life support in medical students of Airlangga University

Sufiyah

Semedi

Wiyasihati

2018

JKKI

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Background: Cardiac arrest is one of the leading cause of death in the world with steadily increasing number over the years. Basic life support has been proven to lower the risks of tissue damage and further complication.Several study shows that BLS skill are lacking in some doctors and nurses. Objective: Therefore, the purpose of this study is knowing the retention of basic life support in medical student of Airlangga University. Methods: This descriptive study used cross sectional design. Subjects were students at faculty of medicine in Airlangga University who trained one year ago and completed their study of Basic Life Support. Fifty two subject were asked to practice their BLS techniques then scored based on modified American Hearth Assosiation (AHA)'s Basic life support skill checklist. Results: Based on the data, the percentage of students who did the retest correctly: response checked by shouting 92.31% students, response checked by tapping 69.23% students, call for help 44.23% students, airway checked 48.08% students, breathing checked 46.15% students, correct hand placement 100% students, compression rate 78.85% students, compression ratio 75% students, position 94.23% students, and compression depth 78.85% students. Conclusion:One year post training and test, 14 from 52 students could complete all the steps in basic life support skill. Less than a half of the students successfully done 3 out of 10 points that were being tested. Meanwhile, many aspects in circulation point show higher results all above 75%. Latar Belakang: Henti jantung merupakan salah atau penyebab kematian tertinggi di dunia dan jumlahnya meningkat dari tahun ke tahun. Basic life support atau bantuan hidup dasar (BHD) terbukti dapat menurunkan kerusakan jaringan dan komplikasi lebih lanjut. Beberapa penelitian menunjukkan ketrampilan BHD pada tenaga medis, baik dokter maupun perawat masih kurang. Tujuan: Melalui penelitian ini dapat diketahui retensi mengenai ketrampilan BHD pada mahasiswa Fakultas Kedokteran Universitas Airlangga. Metode: Penelitian ini merupakan penelitian deskriptif dengan pendekatan cross-sectional. Subjek merupakan mahasiswa Fakultas Kedokteran Universitas Airlangga yang telah menjalani pelatihan BHD dan lulus dalam ujian setelahnya. Lima puluh dua mahasiswa diminta untuk mempraktekkan kembali teknik pemberian BHD dan dinilai menggunakan daftar penilaian modifikasi dari penilaian ketrampilan BHD milik American Heart Association (AHA). Hasil: Persentase mahasiswa yang melakukan dengan benar, antara lain: periksa kesadaran-verbal

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Section: Discussionmentioning

confidence: 75%

Retention of basic life support in medical students of Airlangga University

Sufiyah

Semedi

Wiyasihati

2018

JKKI

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“…Examples include Advanced Cardiac Life Support (ACLS) and ATLS, among others. Although popular and apparently well-received, evidence for their impact in the workplace is heterogeneous [ 13 – 15 ]. Hattie et al (2013) hypothesised that almost any approach to learning might work, but later in 2021, they also identified through a meta-analysis ten factors that effectively influence the process of learning [ 16 , 17 ].…”

Section: Discussionmentioning

confidence: 99%

Does participation in the European Trauma Course lead to new behaviours and organisational change? A Portuguese experience

et al. 2023

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Background Medical educational courses can be successful from an immediate feedback perspective but not lead to new behaviour or organisational changes in the workplace. The aim of this study was to assess the self-perceived impact of the European Trauma Course (ETC) on Reanima trainees’ behaviour and organisational change. Methods A 40-item questionnaire based on Holton's evaluation model was used to evaluate the candidate's perceptions. The results were analysed with descriptive and inferential statistical analysis using nonparametric tests with α = 0.05. Results Out of 295 participants, 126 responded to the survey. Of these, 94% affirmed that the ETC modified their approach to trauma patients, and 71.4% described a change in their behaviour. Postcourse responders changed their behaviour in their initial approach to trauma care in the nontechnical skills of communication, prioritisation and teamwork. Being an ETC instructor strongly influenced the acquisition of new material, and this group was able to implement changes in attitudes. Individuals with no previous trauma course experience identified lack of self-efficacy as a significant obstacle to introducing new work-based learning. In contrast, responders with ATLS training noted a lack of ETC colleagues as the main impediment for moving from conceptualisation to experimentation in the workplace. Conclusions Participation in the ETC led to behavioural changes in the workplace. However, the ability to influence others and bring about wider organisational changes was more difficult to achieve. Major factors were the status of the person, their experience and self-efficacy. National organisational impact was obtained, which went far beyond our aspirations in acknowledging change in individual daily practice. Future research studies will include the effect of implementing the ETC methodology on the outcome of trauma patients.

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“…Examples include Advanced Cardiac Life Support (ACLS) and Advanced Trauma Life Support (ATLS), among others. Though popular and apparently well received, the evidence for their impact in the workplace is heterogeneous [13][14][15]. Hattie et al (2013) hypothesized that almost any approach to learning might work but later in 2021 they also identi ed, through a meta-analysis, ten factors that effectively in uence the process of learning [16,17].…”

Section: Discussionmentioning

confidence: 99%

Does participation in the Reanima European Trauma Course lead to new behaviours and organizational change?

Neutel

Kühn

Driscoll

et al. 2022

Preprint

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Background Medical educational courses can be successful from an immediate feedback perspective but not lead to new behaviour or organizational changes in the workplace. The aim of this study was to assess the self-perceived impact of the Reanima European Trauma Course (R-ETC) on trainees’ behaviour and organizational change. Methods A 40-item questionnaire based on Holton's Evaluation Model was used to evaluate the candidate's perceptions. Results were analysed with descriptive and inferential statistical analysis using non-parametric tests with α = 0.05. Results Out of 295 participants, 126 responded to the survey. Of these, 94% affirmed that the R-ETC modified their approach to trauma patients and 71.4% described a change in their behaviour. Post-course responders changed their behaviour in their initial approach to trauma care in the non-technical skills of communication, prioritisation and teamwork. Being an R-ETC instructor strongly influenced the acquisition of new material and this group were able to implement changes in attitudes. Individuals with no previous trauma course experience identified lack of self-efficacy as a significant obstacle to introducing new work-based learning. In contrast, responders with ATLS training noted a lack of R-ETC colleagues as the main impediment for moving from conceptualisation to experimentation in the workplace. Conclusions Participation in the R-ETC led to behavioural changes in the workplace. However, the ability to influence others and bring about wider organizational changes was more difficult to achieve. Major factors were the status of the person, their experience and self-efficacy. National organizational impact was obtained which went far beyond our aspirations in acknowledging change in individual daily practice.

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Retention of knowledge and skills after Advanced Cardiovascular Life Support courses

Cited by 6 publications

References 10 publications

Retention of basic life support in medical students of Airlangga University

Retention of basic life support in medical students of Airlangga University

Does participation in the European Trauma Course lead to new behaviours and organisational change? A Portuguese experience

Does participation in the Reanima European Trauma Course lead to new behaviours and organizational change?

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