Evaluation of Medical Students in the training of Paediatric Life Support – A Spanish Perspective

Introduction To determine the usefulness of a training programme in paediatric basic cardiopulmonary resuscitation for 5th and 6th year medical students. Methods For the past eight years, the Faculty of Medicine of the Complutense University in Madrid has been offering formal training in paediatric cardiopulmonary resuscitation (CPR) to its students. We have analysed the results of 8 basic paediatric cardiopulmonary courses with 527 students, comparing scores in written tests consisting of 10 or 20 multiple-choice questions, administered before and at the end of the courses, while also undertaking a practical test on basic cardiopulmonary resuscitation skills in infants and children. The course was evaluated by the students by means of an anonymous written questionnaire. Results The mean initial score (out of a maximum of 10) was 6.03 ± 1.58 (maximum 10, range 2-10), whereas in the final test it was 9.59 ± 0.68 (range 5–10) (p < 0.001). The majority of these students acquired theoretical knowledge (97.2%) and adequate practical skills (93%) in paediatric basic cardiopulmonary resuscitation. They were generally satisfied with the lectures, practical training and ability of the teaching staff. Conclusion The paediatric basic life support course is a useful method for theoretical and practical training. Paediatric cardiopulmonary resuscitation should be included in the medical training curriculum.

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NURSING AND GENERAL MEDICAL STUDENTS’ SATISFACTION WITH THEIR MEDICAL TRAINING

CBU International Conference Proceedings ◽

10.12955/cbup.v7.1392 ◽

2019 ◽

Vol 7 ◽

Author(s):

Liana Dehelean ◽

Ana Maria Romosan ◽

Radu Stefan Romosan ◽

Ion Papava ◽

Petru Papazian ◽

...

Keyword(s):

Medical Students ◽

Nursing Students ◽

Medical Training ◽

Teaching Staff ◽

Practical Training ◽

Perceived Satisfaction ◽

Two Samples ◽

Case Presentations ◽

Students Satisfaction ◽

Future Practice

Background: Medical education aims to ensure objective knowledge and fine skills in students. In this respect useful data may come from students’ perceived satisfaction with their training. Purpose of the study: To compare general nursing and medical students’ satisfaction with their training. Methods: Nursing and medical students were asked to rate their satisfaction with the medical training and express preferences regarding their intended future career. Results: No differences were found between the two samples regarding satisfaction with lectures. Nursing students were more satisfied with the teaching staff and relied exclusively on professor provided information, while medical students attended more optional lectures and case presentations. They were also more involved in research and conference participation. Students’ intentions about future practice (hospital / ambulatory) and emigration were similar in both samples. Conclusions: Less satisfied by the teaching staff, medical students appear to be more involved in their theoretical and practical training. Both nurses (48.6%) and medical students (53.3%) consider leaving the country after graduating.

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Conocimientos teóricos y prácticos del profesorado sobre reanimación cardiopulmonar y uso del desfibrilador externo automatizado tras un proceso de video-formación (Schoolteacher´s theoretical and skills knowledge on cardiopulmonary resuscitation and use

Retos ◽

10.47197/retos.v42i0.86373 ◽

2021 ◽

Vol 42 ◽

pp. 172-181

Author(s):

Ruben Navarro-Paton ◽

Miguel Cons-Ferreiro ◽

Vicente Romo-Pérez

Keyword(s):

Cardiopulmonary Resuscitation ◽

Training Programme ◽

Teaching Staff ◽

Video Training ◽

Primary And Secondary Education ◽

Effective Discharge ◽

Final Questionnaire ◽

The Mean ◽

Los Grupos ◽

External Defibrillator

El objetivo de esta investigación fue evaluar los conocimientos en Reanimación Cardiopulmonar (RCP) solo manos y utilización del Desfibrilador Externo Automatizado (DEA) del profesorado gallego de Educación Infantil, Primaria y Secundaria tras un proceso de video-formación, comparando el grado del olvido que se produce tras una semana (G1), al mes (G2) y a los dos meses (G3). Participaron 126 profesores de entre 25-64 años (M = 44,23 DE = 7,74), de los cuales 100 (79,4%) eran mujeres y 26 (20,6%) hombres. Los resultados muestran diferencias estadísticamente significativas en la media de respuestas correctas entre el cuestionario inicial y final en todas las dimensiones estudiadas [i.e. Global (p < .001); RCP en adulto (p < .001) y DEA y teléfono de emergencias (p < .001)], entre los grupos (G1, G2 y G3), de manera global (p = .001) y conocimiento de parámetros de la RCP (p < .001). Se encontraron diferencias significativas en la profundidad media en la RCP en adulto (hombres vs mujeres; p = .046). Respecto a los tiempos de empleo del DEA existen diferencias en aplicar una descarga eficaz entre los grupos G2 y G3 (p = .028), siendo menor el tiempo en el G2. Tras la aplicación de un programa de vídeo-formación se produce un aumento de conocimientos teóricos en el profesorado y se mantiene, al menos, hasta pasados 2 meses con una leve disminución. En cuanto al aprendizaje de las habilidades en RCP sólo manos y aplicación del DEA, se mantienen de igual manera en el tiempo, al menos, hasta los 2 meses. Abstract. The aim of this research was to evaluate knowledge of hands-only Cardiopulmonary Resuscitation (CPR) and the use of the Automated External Defibrillator (AED) in Galician schoolteachers of childhood, primary and secondary education, after video-training process, comparing the degree of forgetfulness after one week (G1), one month (G2) and two months (G3). 126 teachers aged 25-64 years (M = 44.23 SD = 7.74) participated, of whom 100 (79.4%) were women and 26 (20.6%) men. The results show statistically significant differences in the mean number of correct answers between the initial and final questionnaire in all the dimensions studied [i.e. Global (p < .001); Adult CPR (p < .001) and AED and emergency telephone (p < .001)], between the groups (G1, G2 and G3), globally (p = .001) and knowledge of CPR parameters (p < .001). Significant differences were found in the mean depth of only-hands CPR in adults (men vs. women; p = .046). With respect to the time of use of the AED, there are differences in applying an effective discharge between groups G2 and G3 (p = .028), with less time in G2. After the application of a training programme there is an increase in theoretical knowledge in the teaching staff and this is maintained at least until after 2 months with a slight decrease. As for the learning of skills in only-hands CPR and the application of the AED, they are maintained in the same way over time, at least up to two months.

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USING CHEST COMPRESSIONS WITH ASYNCHRONOUS VENTILATION AT VARIOUS CHEST COMPRESSION RATES (90, 100, 120/MIN) – A RANDOMIZED CONTROLLED ANIMAL TRIAL

Paediatrics & Child Health ◽

10.1093/pch/pxy054.071 ◽

2018 ◽

Vol 23 (suppl_1) ◽

pp. e27-e28

Author(s):

Sparsh Patel ◽

Po-Yin Cheung ◽

Tze-Fun Lee ◽

Matteo Pasquin ◽

Megan O’Reilly ◽

...

Keyword(s):

Cardiopulmonary Resuscitation ◽

Chest Compression ◽

Porcine Model ◽

Life Support ◽

Neonatal Resuscitation ◽

Chest Compressions ◽

Neonatal Asphyxia ◽

Significant Difference ◽

Post Test ◽

The Mean

Abstract BACKGROUND The current Pediatric Advanced Life Support guidelines recommends that newborns who require cardiopulmonary resuscitation (CPR) in settings (e.g., prehospital, Emergency department, or paediatric intensive care unit, etc.) should receive continuous chest compressions with asynchronous ventilations (CCaV) if an advanced airway is in place. However, this has never been examined in a newborn model of neonatal asphyxia. OBJECTIVES To determine if CCaV at rates of 90/min or 120/min compared to current standard of 100/min will reduce the time to return of spontaneous circulation (ROSC) in a porcine model of neonatal resuscitation. DESIGN/METHODS Term newborn piglets were anesthetized, intubated, instrumented, and exposed to 40-min normocapnic hypoxia followed by asphyxia, which was achieved by clamping the endotracheal tube until asystole. Piglets were randomized into 3 CCaV groups: chest compression (CC) at a rate of 90/min (CCaV 90,n=7), of 100/min (CCaV 100,n=7), of 120/min (CCaV 120,n=7), or sham-operated group. A two-step randomization process with sequentially numbered, sealed brown envelope was used to reduce selection bias. After surgical instrumentation and stabilization an envelope containing the allocation “sham” or “intervention” was opened (step one). The sham-operated group had the same surgical protocol, stabilization, and equivalent experimental periods without hypoxia and asphyxia. Only piglets randomized to “intervention” underwent hypoxia and asphyxia. Once the criteria for CPR were met, a second envelope containing the group allocations was opened (step two). Cardiac function, carotid blood flow, cerebral oxygenation, and respiratory parameters were continuously recorded throughout the experiment. RESULTS The mean (±SD) duration of asphyxia was similar between the groups with 260 (±133)sec, 336 (±217)sec, and 231 (±174)sec for CCav 90, CCaV 100, and CCaV 120, respectively (p=1.000; oneway ANOVA with Bonferroni post-test). The mean (SD) time to ROSC was also similar between groups 342 (±345)sec, 312 (±316)sec, and 309 (±287)sec for CCav 90, CCaV 100, and CCaV 120, respectively (p=1.000; oneway ANOVA with Bonferroni post-test). Overall, 5/7 in the CCaV 90, 5/7 in CCaV 100, and 5/7 in the CCaV 120 survived. CONCLUSION There was no significant difference in time to ROSC for either chest compression technique during cardiopulmonary resuscitation in a porcine model of neonatal asphyxia.

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Why choose geriatric medicine? A national survey among French postgraduate medical students

Age and Ageing ◽

10.1093/ageing/afaa120 ◽

2020 ◽

Vol 49 (6) ◽

pp. 1028-1033 ◽

Cited By ~ 1

Author(s):

Joaquim Prud’homm ◽

Aline Corvol ◽

Aude Aguillon ◽

Marine Olivieri ◽

Valentine Rousseau ◽

...

Keyword(s):

Older Adults ◽

Medical Students ◽

Medical Training ◽

Geriatric Medicine ◽

Multiple Choice Questions ◽

The Past ◽

Interprofessional Teamwork ◽

Therapeutic Decisions ◽

National Response ◽

Factors Of Influence

Abstract Since 2017, geriatric medicine has been available as a postgraduate specialty to French year 7 medical students. We investigated the incentives of the 171 French medical students who opted for geriatric medicine as a postgraduate specialty subsequent to year 6 national qualifying examinations in 2017. A prospective quantitative survey-based study was conducted by means of a questionnaire compiled online and sent by email between December 2017 and May 2018. The questionnaire comprised 43 questions, including 14 single or multiple choice questions, 28 scaled questions evaluating factors of influence using a 5-point Likert scale, and one open-ended contingency question. Of the 171 students, 139 responses were received. The national response rate to this questionnaire was 81.2%. One hundred fourteen students (82.6%) had previous experience of training in geriatric medicine, which for 95 (84.0%) students took place between years 3 and 6 of medical training. This training influenced the choice of 102 respondents (90.2%). Factors reported as having exerted a strong or very strong influence were in particular the rewards of working with older adults; positive personal encounters with older adults in the past; the appeal of interprofessional teamwork; the challenge of cases involving complex diagnostic and therapeutic decisions; the challenge of patients with chronic conditions. The present study is the first to focus on the reasons why French students choose to specialise in geriatric medicine. The results emphasise the importance of training programs in geriatric medicine to promote enthusiasm for this specialty.

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Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

European Journal of Clinical Pharmacology ◽

10.1007/s00228-020-03027-3 ◽

2020 ◽

Author(s):

David J. Brinkman ◽

Teresa Monteiro ◽

Emilia C. Monteiro ◽

Milan C. Richir ◽

Michiel A. van Agtmael ◽

...

Keyword(s):

Clinical Pharmacology ◽

Medical Students ◽

Medical Training ◽

Medical Curriculum ◽

Problem Based Learning ◽

Multiple Choice Questions ◽

Working Mechanism ◽

Undergraduate Medical Curriculum ◽

Undergraduate Programme ◽

Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

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Training in cardiopulmonary resuscitation provided by medical students, residents and specialists: A non-inferiority trial

Hong Kong Journal of Emergency Medicine ◽

10.1177/1024907917742877 ◽

2017 ◽

Vol 25 (1) ◽

pp. 20-26 ◽

Cited By ~ 1

Author(s):

Dan Sebastian Dîrzu ◽

Natalia Hagău ◽

Theodor Boț ◽

Loredana Fărcaș ◽

Sanda Maria Copotoiu

Keyword(s):

High School ◽

Intensive Care ◽

High School Students ◽

Medical Students ◽

Cardiopulmonary Resuscitation ◽

Chest Compression ◽

Life Support ◽

School Students ◽

Definitive Answer ◽

Resuscitation Training

Introduction: No definitive answer has been given to the question ‘who should teach cardiopulmonary resuscitation?’ Healthcare professionals and high school teachers are mostly the trainers, but medical students are increasingly being used for this purpose. Methods: We divided 296 high school students in three groups based on trainer professional level. Medical students, anaesthesia and intensive care residents, and anaesthesia and intensive care specialists provided basic life support training. We tested their theoretical knowledge with the help of a multiple-choice question questionnaire and practical abilities with the help of a medical simulator, recording chest compression frequency as the primary outcome parameter. Results: The study shows comparable results in all groups, with the exception of the chest compression frequency which was higher in the students’ and residents’ groups (students: 134.7/min ± 14.1; residents: 137.9/min ± 15.9; specialists: 126.3/min ± 19.3). Increased rates were not associated with lower depths (39.0 mm ± 8.2, 40.5 mm ± 9.7, and 38.1 mm ± 8.2), so the quality of compressions provided may be seen as equivalent in all the study groups. Conclusion: Our data suggest that medical students may be as effective as anaesthesia and intensive care specialists and residents in cardiopulmonary resuscitation training.

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Effectiveness Of Structured Training Programme Regarding Adult Basic Life Support On Knowledge Of Nurses` In Zoba Maekel And National Referral Hospitals, Eritrea, 2018.

10.21203/rs.3.rs-36797/v1 ◽

2020 ◽

Author(s):

Filmon Abraham Ghirmai ◽

Ghidey Ghebreyowhanness Weldeghiorgis ◽

Teklu Tsegay Bahlebi ◽

Eyasu Habte Tesfamariam

Keyword(s):

Repeated Measures ◽

Basic Life Support ◽

Life Support ◽

Critical Role ◽

Study Participant ◽

Training Programme ◽

Pass Mark ◽

The Mean ◽

Study Participants ◽

Nurses Knowledge

Abstract Background: In Eritrea nurses provide most of the health care in the primary, secondary and tertiary level health facilities. The rate of trauma and medical emergencies are on the increase so nurses should have adequate and updated knowledge on Basic Life Support in order to be able to implement effective interventions in cardiac arrest situations. Aim: The objective of this study was to assess the effectiveness of structured training programme regarding Adult Basic Life Support on knowledge of nurses.Method: A quasi-experimental single group, pretest-posttest and retest design was utilized. Forty (40) nurses’ participated in the study. Structured and modified questionnaire was used to collect data.Data were analyzed using the Statistical Package for Social Sciences (SPSS) Version 22.0 program. Frequencies, percentages, mean and standard deviation was used to describe the data. One way repeated measures of ANOVA was used to check the possible change in knowledge of the nurses at pre- intervention, immediate and three months’ after intervention. A p-value < 0.05 was considered to be statistically significant.Results: The findings showed an acquisition of Adult Basic Life Support knowledge among the study participants following a four hour Basic Life Support training programme. Before training, the mean score of the study participant on knowledge questions was 9.58/20 and none of the respondents got a pass mark. Immediately after the training the mean score of the study participants was increased to 15.9/20 and 55.0% of the study participant got a passing mark. Significant deterioration from the immediate training score was found three months following Basic Life Support training as score was decreased to 14.9 and 40% of the respondents got a pass mark. Nurses’ knowledge was improved from their pre-training scores, which clearly indicated a positive retention in Basic Life Support knowledge after training. Conclusions: The study findings present strong evidence that support the critical role of structured training programme about Adult Basic Life Support in improving nurses knowledge.

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Educational Environment and Mental Health of Moroccan Medical Students: A Study in the Faculty of Medicine of Marrakech

Social Science, Humanities and Sustainability Research ◽

10.22158/sshsr.v1n1p152 ◽

2020 ◽

Vol 1 (1) ◽

pp. p152

Author(s):

Abdeslam Benali ◽

Hajar Chichou

Keyword(s):

Medical Students ◽

Psychological Health ◽

Medical Training ◽

Well Being ◽

Educational Environment ◽

Learning Approaches ◽

Cross Sectional ◽

Optimal Learning ◽

The Mean ◽

Optimal Learning Environment

Introduction: Studies concur that an optimal learning environment is a vital aspect for effective learning and for enhancing students’ well-being. Conversely, medical training is reported to be a suboptimal environment, thereby compromising students’ learning and well-being.Purpose: To evaluate the relationship between students’ perceptions of the educational environment and their mental health.Methods: This was a cross-sectional descriptive and analytical study, using the GHQ-12 and the DREEM questionnaires, with 380 students from the Faculty of Medicine and Pharmacy of Marrakech (3rd, 4th, 5th, 6th, 7th and 8th year), during the academic year 2017-2018. Results: We recruited 358 students in a period of 2 weeks, achieving a response rate of 94.2%. There was a predominance of females (66.48%). The mean age was 22.20 ± 2.149 years. The average GHQ score was 6.37 ± 3.484, with a psychological distress rate of 66.76%. The mean total score of DREEM was 86.5 ± 29.194 which indicates the existence of several significant problems. There was a statistically significant association between the poor perception of the educational environment and psychological distress.Conclusion: Improving the educational environment and promoting deep learning approaches for medical students will improve their psychological health during medical training.

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Differences in Basic Life Support Knowledge Between Junior Medical Students and Lay People: Web-Based Questionnaire Study (Preprint)

10.2196/preprints.25125 ◽

2020 ◽

Author(s):

Ludovic Sturny ◽

Simon Regard ◽

Robert Larribau ◽

Marc Niquille ◽

Georges Louis Savoldelli ◽

...

Keyword(s):

Medical Students ◽

Basic Life Support ◽

Life Support ◽

Red Cross ◽

Emergency Medical Dispatch ◽

Web Based ◽

Lay People ◽

The Mean ◽

The University ◽

Hospital Cardiac Arrest

BACKGROUND Early cardiopulmonary resuscitation and prompt defibrillation markedly increase the survival rate in case of out-of-hospital cardiac arrest (OHCA). As future healthcare professionals, medical students should be trained to efficiently manage an unexpectedly encountered OHCA. OBJECTIVE Our aim was to assess basic life support (BLS) knowledge in junior medical students at the University of Geneva Faculty of Medicine (UGFM) and to compare it with that of the general population. METHODS Junior UGFM students and lay people who had registered to BLS classes given by a red-cross affiliated center were sent invitation links to complete a web-based questionnaire. The primary outcome was the between-group difference on a 10-question score. Secondary outcomes were the differences in the rate of correct answers for each individual question and in the level of self-assessed confidence in the ability to perform resuscitation. RESULTS The mean score was higher in medical students than in lay people (5.8±1.7 vs 4.2±1.7, P<.001). Although the phone number of the emergency medical dispatch center was well known (94% vs 82%, P=.06), most participants were unable to identify the criteria used to recognize OHCA, and almost none were able to correctly reorganize the BLS sequence. Medical students felt more confident than lay people in their ability to perform resuscitation (4.7±2.2 vs 3.1±2.1, P<.001). CONCLUSIONS Although junior medical students were more knowledgeable than lay people regarding BLS procedures, the proportion of correct answers was low in both groups, and changes in BLS education policy should be considered.

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Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training

AJP Advances in Physiology Education ◽

10.1152/advan.00102.2013 ◽

2014 ◽

Vol 38 (1) ◽

pp. 42-45 ◽

Cited By ~ 19

Author(s):

Sushma Pande ◽

Santosh Pande ◽

Vrushali Parate ◽

Sanket Pande ◽

Neelam Sukhsohale

Keyword(s):

Medical Students ◽

Basic Life Support ◽

Life Support ◽

Basic Knowledge ◽

First Year ◽

Knowledge And Skills ◽

The Mean ◽

Second Year ◽

Retention Of Knowledge ◽

First Year Medical Students

Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which can be reenforced in succeeding years. Forty-two first-year medical students participated in this study. The entire procedure consisted of faculty training, assessment of knowledge of students by a pretest questionnaire, a lecture, a demonstration, and hands-on training using a mannequin (with special emphasis on the site, depth, rate, and sustainment of uninterrupted chest compressions). Posttest 1 was conducted to assess the knowledge gained. The retention of knowledge and skills in the second year was evaluated by posttest 2 and directly observed procedural skills, respectively. Student feedback was collected on five-point Likert scale. Analysis using a Freidman test indicated the mean rank for posttest 1 (2.81) to be significantly higher than the pretest (1.26), indicating a gain in knowledge. The mean rank for posttest 2 (1.93) was lower than for posttest 1 (2.81) but was significantly higher compared with the pretest (1.26), indicating a significant retention of knowledge during the second year. Directly observed procedural skill evaluation showed that 7% students could perform all the seven steps correctly and that 74% students could perform three or more steps correctly, signifying a good retention of skill. Two students taught BLS skills to their family members as well. The results of this study suggest that the program provides students with sound basic knowledge and adequate practical skills in BLS.

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