Skill Retention Measure

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

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Interactive effects of incentive value and valence on the performance of discrete action sequences

Scientific Reports ◽

10.1038/s41598-021-88286-5 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Tyler J. Adkins ◽

Bradley S. Gary ◽

Taraz G. Lee

Keyword(s):

Motor Learning ◽

Large Body ◽

Interactive Effects ◽

Motor Tasks ◽

Skill Retention ◽

Incentive Value ◽

Discrete Action ◽

On Line ◽

And Performance ◽

Gains And Losses

AbstractIncentives can be used to increase motivation, leading to better learning and performance on skilled motor tasks. Prior work has shown that monetary punishments enhance on-line performance while equivalent monetary rewards enhance off-line skill retention. However, a large body of literature on loss aversion has shown that losses are treated as larger than equivalent gains. The divergence between the effects of punishments and reward on motor learning could be due to perceived differences in incentive value rather than valence per se. We test this hypothesis by manipulating incentive value and valence while participants trained to perform motor sequences. Consistent with our hypothesis, we found that large reward enhanced on-line performance but impaired the ability to retain the level of performance achieved during training. However, we also found that on-line performance was better with reward than punishment and that the effect of increasing incentive value was more linear with reward (small, medium, large) while the effect of value was more binary with punishment (large vs not large). These results suggest that there are differential effects of punishment and reward on motor learning and that these effects of valence are unlikely to be driven by differences in the subjective magnitude of gains and losses.

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Abstract 139: Does Simplification of Guidelines Improve Retention of BLS Skills 3 Months After Training?

Circulation ◽

10.1161/circ.140.suppl_2.139 ◽

2019 ◽

Vol 140 (Suppl_2) ◽

Author(s):

Dung T Nguyen ◽

Kasper G Lauridsen ◽

Josephine Johnsen ◽

Kristian Krogh ◽

Bo Løfgren

Keyword(s):

Life Support ◽

European Resuscitation Council ◽

Shock Delivery ◽

Adherence To Guidelines ◽

Skill Retention ◽

Video Recordings ◽

Correct Sequence ◽

Significant Difference ◽

Male Sex ◽

Simplified Algorithm

Background: The European Resuscitation Council (ERC) 2015 basic life support (BLS) guidelines introduced a simplified algorithm compared to the ERC 2010 BLS guidelines. This was intended to improve adherence to guidelines and retention of skills. This study aimed to compare the retention of BLS skills 3 months after training using the ERC 2010 or 2015 guidelines. Methods: This was an observational study including video recordings of laypersons being skill tested 3 months after participation in a standardized ERC BLS/AED course using either the ERC 2010 guidelines or the simplified ERC 2015 guidelines. The endpoints were 1) remembering the correct sequence of BLS/AED algorithm, 2) remembering the correct sequence of the BLS/AED algorithm and performing all skills correctly, 3) time to: emergency medical service (EMS) call, first compression, and shock delivery. Results: We analyzed videos of 133 laypersons skill tested 3 months after initial training; 64 trained using the 2010 guidelines (mean ±standard deviation (SD) age: 40 ±11 years, male sex: 19 (30%)) and 69 trained using the 2015 guidelines (age: 44 ±10 years, male sex: 36 (52%)). Participants in the 2015 guidelines group improved the retention of the BLS/AED algorithm compared to the 2010 guidelines group (29 (42%) vs. 10 (16%), relative risk (RR): 2.7 (95% confidence interval (CI): 1.4 - 5.1) P=0.001). Both BLS/AED algorithm and all skills were correctly performed by 13 (19%) vs. 3 (5%) (RR: 4.0 (95% CI: 1.2 - 13.5) P=0.01) in the 2015 and 2010 groups respectively. No significant difference was found in time to EMS call (difference: 3 sec (95% CI: -2 - 9 sec) P=0.27), time to first compression (difference: 4 sec, (95% CI: -3 - 10 sec) P=0.28), and time to first shock (difference: 4 sec (95% CI: -5 - 14 sec) P=0.33) between the groups. Conclusion: BLS/AED training using ERC 2015 guidelines was associated with better skill retention compared to training using ERC 2010 guidelines. There was no difference in time to EMS call, first compression, or shock delivery.

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Defence Medical Services’ REBOA training course

BMJ Military Health ◽

10.1136/bmjmilitary-2021-001926 ◽

2021 ◽

pp. bmjmilitary-2021-001926

Author(s):

Max E R Marsden ◽

C Park ◽

J Barratt ◽

N Tai ◽

P Rees

Keyword(s):

Training Programme ◽

Balloon Occlusion ◽

Medical Services ◽

Skill Retention ◽

Training Course ◽

Challenges And Opportunities ◽

Haemorrhage Control ◽

Surgical Teams ◽

The Uk ◽

First Time

Resuscitative Endovascular Balloon Occlusion of the Aorta (REBOA) enables temporary haemorrhage control and physiological stabilisation. This article describes the bespoke Defence Medical Services (DMS) training package for effectively using REBOA. The article covers how the course was designed, how the key learning objectives are taught, participant feedback and the authors’ perceptions of future training challenges and opportunities. Since the inaugural training course in April 2019, the authors have delivered six courses, training over 100 clinicians. For the first time in the UK DMS, we designed and delivered a robust specialist endovascular training programme, with demonstrable, significant increases in confidence and competence. As a result of this course, the first DMS REBOA-equipped forward surgical teams deployed in June 2019. Looking to the future, there is a requirement to develop an assessment of skill retention and the potential need for revalidation.

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Tracking Information Literacy in Science Students: A Longitudinal Case Study of Skill Retention from General Chemistry to Biochemistry

Journal of Chemical Education ◽

10.1021/acs.jchemed.1c00114 ◽

2021 ◽

Author(s):

Denise Pan ◽

Skylar Budd ◽

Margaret Bruehl ◽

Jefferson D. Knight

Keyword(s):

General Chemistry ◽

Information Literacy ◽

Science Students ◽

Longitudinal Case Study ◽

Skill Retention

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BLS ERC Certified Greek Providers’ Willingness to Perform CPR and Skill Retention During the Covid-19 Pandemic. A Survey of the Hellenic Society of Cardiology (WG CPR)

10.21203/rs.3.rs-675780/v1 ◽

2021 ◽

Author(s):

George Latsios ◽

Andreas Synetos ◽

Marianna Leopoulou ◽

Evaggelia Stamatopoulou ◽

Panagiotis Koukopoulos ◽

...

Keyword(s):

Life Support ◽

Negative Attitude ◽

Behavioral Changes ◽

European Resuscitation Council ◽

Skill Retention ◽

Electronic Survey ◽

Public Health Organization ◽

National Public Health ◽

Health Organization ◽

External Defibrillator

Abstract Objective: The aim of this study was to evaluate a. the level of established knowledge regarding cardiopulmonary resuscitation (CPR) during the Covid-19 pandemic era of certified Basic Life Support (BLS) providers and b. their attitude towards CPR, along with possible misconceptions regarding Covid-19. Methods: Certified BLS providers from courses held in Athens, Greece were asked to complete an electronic survey regarding their knowledge and behavioral changes on performing CPR on victims with confirmed or suspected Covid-19 infection. Their perception on BLS courses was also assessed. Answers were collected during June 2020. Results: Out of 5513 certified providers, 25.53% completed the survey. The majority (83.36%) would provide CPR to an arrest victim with possible or confirmed Covid-19 infection. Regarding the use of an automated external defibrillator, the majority thinks that it is equally safe as in the pre-Covid-19 period (58.24%). Older age (<0.001) and a lower level of education (p<0.001) made rescuers more willing to provide CPR. Exposure to the European Resuscitation Council (ERC) (p<0.001) and to a lesser degree to Greek National Public Health Organization (NPHO) guidelines was also correlated to a less negative attitude towards resuscitation, whereas time since the last BLS seminar had no such impact (p=0.18). All responders agree that training in CPR during Covid-19 remains necessary.Conclusion: Certified BLS providers maintain willingness to perform CPR in unresponsive victims even during the Covid-19 pandemic era. This attitude is reinforced by exposure to the updated CPR guidelines. Knowledge regarding Covid-19 CPR is satisfactory, with more training focused on the revised algorithms considered essential.

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Skill retention with ultrasound curricula

PLoS ONE ◽

10.1371/journal.pone.0243086 ◽

2020 ◽

Vol 15 (12) ◽

pp. e0243086

Author(s):

Lawrence Matthews ◽

Krysta Contino ◽

Charlotte Nussbaum ◽

Krystal Hunter ◽

Christa Schorr ◽

...

Keyword(s):

Internal Medicine ◽

Intervention Group ◽

Controlled Study ◽

Control Group ◽

Point Of Care Ultrasound ◽

Skill Retention ◽

Thoracic Ultrasound ◽

Internal Medicine Residents ◽

Exam Scores ◽

Practical Exam

Background Implementation of a point of care ultrasound curricula is valuable, but optimal integration for internal medicine residency is unclear. The purpose of this study was to evaluate if a structured ultrasound curriculum vs. structured ultrasound curriculum plus supervised thoracic ultrasounds would improve internal medicine residents’ skill and retention 6 and 12 months from baseline. Methods We conducted a randomized controlled study evaluating internal medical residents’ skill retention of thoracic ultrasound using a structured curriculum (control, n = 14) vs. structured curriculum plus 20 supervised bedside thoracic ultrasounds (intervention, n = 14). We used a stratified randomization based on program year. All subjects attended a half-day course that included 5 lectures and hands-on sessions at baseline. Assessments included written and practical exams at baseline, immediately post-course and at 6 and 12 months. Scores are reported as a percentage for the number of correct responses/number of questions (range 0–100%). The Mann Whitney U and the Friedman tests were used for analyses. Results Twenty-eight residents were enrolled. Two subjects withdrew prior to the 6-month exams. Written exam scores for all subjects improved, baseline median (IQR) 60 (46.47 to 66.67) post-course 80 (65 to 86.67), 6-month 80 (66.67 to 86.67) and 12-month 86.67 (80 to 88.34), p = <0.001. All subjects practical exam scores median (IQR) significantly improved, baseline 18.18 (7.95 to 32.95), post-course 59.09 (45.45 to 70.45), 6 month 71.74 (60.87 to 82.61) and 12-month 76.09 (65.22 to 88.05), p = <0.001. Comparing the control group to the intervention group, there were statistically significant higher scores, median (IQR), in the intervention group on the practical exam at 6 months 63.05 (48.92 to 69.57) vs. 82.61(72.83 to89.13), p = <0.001. Conclusion In this cohort, internal medicine residents participating in a structured thoracic ultrasound course plus 20-supervised ultrasounds achieved higher practical exam scores long-term compared to controls.

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