Advanced Cardiac Life Support Training in Interprofessional Teams of Undergraduate Nursing and Medical Students Using Mannequin-Based Simulation

2018 ◽  
Vol 28 (1) ◽  
pp. 155-163 ◽  
Author(s):  
Craig S. Webster ◽  
Charlene Hallett ◽  
Jane Torrie ◽  
Antonia Verstappen ◽  
Mark Barrow ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
Interprofessional Teams ◽  
Undergraduate Nursing

scholarly journals High Fidelity Simulation Enhances Advanced Cardiac Life Support Training in Medical Students

2014 ◽  
Vol 46 (2) ◽  
pp. 286-287 ◽  
Author(s):  
A. Amin ◽  
C.L. Anderson ◽  
C. Canales ◽  
M. Langdorf ◽  
S. Lotfipour ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals A new emergency medicine clerkship program: students' perceptions of what works

CJEM ◽  
2010 ◽  
Vol 12 (03) ◽  
pp. 212-219 ◽  
Author(s):  
Marianne Yeung ◽  
Jennifer Beecker ◽  
Meridith Marks ◽  
Janet Nuth ◽  
Brian Weitzman ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Medical Students ◽  
Life Support ◽  
Evaluation Process ◽  
Advanced Cardiac Life Support ◽  
Procedural Skills ◽  
Learning Methods ◽  
Core Element ◽  
Medicine Clerkship ◽  
Learning Modalities

ABSTRACT Objective: Emergency medicine is an evolving discipline in Canadian medical schools. Little has been published regarding student preferences for emergency medicine training during the clerkship phase of MD programs. We assessed medical students' perceptions of a newly developed emergency medicine clerkship rotation involving multiple learning modalities. The evaluation process included assessment of the rotation's instructional elements and overall educational value. Methods: The first cohort of medical students to complete this new emergency medicine clerkship was invited to answer a questionnaire just before graduation. Students rated their preferences for components of the rotation using paired comparisons. Open-ended questions explored students' satisfaction with the emergency medicine clerkship as well as perceptions of the rotation's impact on career development. Results: Of the 94 students in the first clerkship cohort, 81 (86%) responded to the survey. Students found the emergency medicine clerkship highly valuable, citing the broad range of cases seen, close supervision, and opportunities to develop clinical assessment, decision-making and procedural skills. Students' curricular preferences were for advanced cardiac life support (ACLS) (26.4%), clinical shifts (20.6%), supervised clinical shifts (17.8%), procedural skills laboratories (14.8%), tutorials (10.8%) and preceptor-assisted learning sessions (9.8%). Conclusion: This new emergency medicine clerkship program incorporated multiple learning methods within a 4-week rotation and was highly rated by students. Although clinical shifts and ACLS were generally preferred activities, students had varying individual preferences for specific learning activities. Multiple learning methods allowed all students to benefit from the rotation. This study makes a compelling case for including an emergency medicine rotation with multiple learning modalities as a core element of clerkship at every medical school.

Awareness of Basic Life Support & Advanced Life Support among Students in a Medical College in Kerala

2020 ◽  
Vol 7 (45) ◽  
pp. 2640-2644
Author(s):  
Sunil R ◽  
Praseetha V.K
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Basic Life Support ◽  
Life Support ◽  
Advanced Life Support ◽  
Advanced Cardiac Life Support ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Medical College ◽  
Cardio Pulmonary Resuscitation

BACKGROUND The knowledge and skills in Cardio-Pulmonary Resuscitation (CPR) is an essential part in the medical education. Resuscitation skills have undergone series of evolution into current protocol which involves Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS). We wanted to assess the awareness of Basic Life Support among medical students, nursing students and house surgeons in a Government Medical College in Kerala. METHODS A cross-sectional study was conducted by assessing responses to 24 selected basic questions regarding BLS and ACLS among the students. After excluding the incomplete response forms the data from 500 responders was analysed. Results were analysed using an answer key prepared with the use of the Advanced Cardiac Life Support manual of AHA (2015). RESULTS Out of 500 responders, 250 were medical students, 100 were nursing students and 150 were House Surgeons. No one among them had complete knowledge of BLS & ACLS. Awareness of BLS & ACLS among students of medical, and nursing colleges and doctors is poor. Regarding knowledge of BLS (9 questions) the analysis of results showed that mean percentage of correct responses were 75.67 % of house surgeons, 51.78 % of nursing students and 20.98 % of medical students. CONCLUSIONS Awareness of BLS among students of medical, and nursing colleges and house surgeons is inadequate. Proper training programs must be initiated to rectify this. KEYWORDS BLS & ACLS Awareness, Medical Students, CPR Questionnaire

scholarly journals Advanced cardiac life-support training for medical students and house officers

1984 ◽  
Vol 59 (3) ◽  
pp. 200-2
Author(s):  
J Tintinalli ◽  
S Freeman ◽  
S Kalia ◽  
B Laubscher
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Cardiac Life Support

Abstract 400: Advanced Cardiac Life Support Taught in a Transitional Medical School Course Improves Retention: A Prospective Cohort Study

Circulation ◽  
2019 ◽  
Vol 140 (Suppl_2) ◽  
Author(s):  
Lindsey R Mitrani ◽  
Lauren J Sanderson ◽  
Rachel J Gordon ◽  
Julia E Iyasere
Keyword(s):  
Medical Students ◽  
Low Dose ◽  
Life Support ◽  
Average Rate ◽  
Advanced Cardiac Life Support ◽  
Multiple Choice Questions ◽  
Chi Squared ◽  
Student’S T ◽  
Long Course ◽  
Gift Card

Introduction: Advanced cardiac life support (ACLS) is taught in a two-day course. Studies show decay in retention of ACLS starting at 3 months, while repeat simulation may improve performance. Hypothesis: We hypothesize that teaching ACLS using a low-dose, spaced curriculum will improve retention of knowledge and skills. Methods: In March and April 2018, we collaborated with the AHA to incorporate ACLS training into Ready 4 Residency (R4R), a month-long course for 4 th year medical students meeting course completion requirements for ACLS. In September 2018, we consented interns, who completed traditional ACLS or ACLS in R4R. Interns completed 20 multiple-choice questions, two minutes of compressions, and one minute of ventilations for a 20-dollar gift card. Student’s t-test, chi-squared, and Fisher’s exact tests were used for statistical analyses. Results: Of 28 participants, 18 had completed traditional ACLS, and 10 had completed ACLS in R4R. For the 20-question exam, the results were 13.90 +/- 2.81 in ACLS in R4R compared to 13.83 +/- 2.38 in traditional ACLS (p = 0.95). Interns who completed ACLS in R4R performed an average rate of compressions at 111 +/- 10.3 compared to traditional ACLS for a rate of 122.89 +/- 11.05 (p=0.013), table 1. For interns who completed ACLS in R4R, 50% completed rescue breaths in range compared to 0% interns who completed traditional ACLS (p = 0.002), table 2. Conclusions: Integration of low-dose, spaced ACLS training for 4 th year medical students may improve retention of skills. Since interns are frequently ‘first-responders’ during in-hospital arrest, improved ACLS skills may improve resuscitation outcomes.

scholarly journals Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United States

2016 ◽  
Vol 13 ◽  
pp. 11 ◽  
Author(s):  
Megan Boysen-Osborn ◽  
Craig L. Anderson ◽  
Roman Navarro ◽  
Justin Yanuck ◽  
Suzanne Strom ◽  
...  
Keyword(s):  
Medical Students ◽  
Flipped Classroom ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
Cognitive Testing ◽  
University Of California ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Written Test

Purpose: It aimed to find if written test results improved for advanced cardiac life support (ACLS) taught in flipped classroom/team-based Learning (FC/TBL) vs. lecture-based (LB) control in University of California-Irvine School of Medicine, USA. Methods: Medical students took 2010 ACLS with FC/TBL (2015), compared to 3 classes in LB (2012-14) format. There were 27.5 hours of instruction for FC/TBL model (TBL 10.5, podcasts 9, small-group simulation 8 hours), and 20 (12 lecture, simulation 8 hours) in LB. TBL covered 13 cardiac cases; LB had none. Seven simulation cases and didactic content were the same by lecture (2012-14) or podcast (2015) as was testing: 50 multiple-choice questions (MCQ), 20 rhythm matchings, and 7 fill-in clinical cases. Results: 354 students took the course (259 [73.1%] in LB in 2012-14, and 95 [26.9%] in FC/TBL in 2015). Two of 3 tests (MCQ and fill-in) improved for FC/TBL. Overall, median scores increased from 93.5% (IQR 90.6, 95.4) to 95.1% (92.8, 96.7, P=0.0001). For the fill-in test: 94.1% for LB (89.6, 97.2) to 96.6% for FC/TBL (92.4, 99.20 P=0.0001). For MC: 88% for LB (84, 92) to 90% for FC/TBL (86, 94, P=0.0002). For the rhythm test: median 100% for both formats. More students failed 1 of 3 tests with LB vs. FC/TBL (24.7% vs. 14.7%), and 2 or 3 components (8.1% vs. 3.2%, P=0.006). Conversely, 82.1% passed all 3 with FC/TBL vs. 67.2% with LB (difference 14.9%, 95% CI 4.8-24.0%). Conclusion: A FC/TBL format for ACLS marginally improved written test results.

Use of Point-of-Care Ultrasonography in Simulation-Based Advanced Cardiac Life Support Scenarios

2018 ◽  
Vol 5 (2) ◽  
pp. 53-60 ◽  
Author(s):  
Stephanie Cha ◽  
Allan Gottschalk ◽  
Erik Su ◽  
Adam Schiavi ◽  
Adam Dodson ◽  
...  
Keyword(s):  
Life Support ◽  
Point Of Care ◽  
Advanced Cardiac Life Support ◽  
Simulation Based ◽  
Point Of Care Ultrasonography

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

Sign in / Sign up

Export Citation Format

Share Document