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.

scholarly journals Comparing the Results of Written Testing for Advanced Cardiac Life Support Teaching Using Team-based Learning and the “Flipped Classroom” Strategy

Cureus ◽  
2018 ◽  
Author(s):  
Mark I Langdorf ◽  
Craig L Anderson ◽  
Roman E Navarro ◽  
Suzanne Strom ◽  
C. Eric McCoy ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Life Support ◽  
Advanced Cardiac Life Support ◽  
Team Based Learning

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 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

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 New Zealand paramedics are ready for an autonomous pre-hospital thrombolysis protocol

2017 ◽  
Vol 14 (3) ◽  
Author(s):  
Paul Davis ◽  
Graham Howie ◽  
Bridget Dicker
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Clinical Decision Making ◽  
Life Support ◽  
Advanced Life Support ◽  
Clinical Decision ◽  
Multiple Choice Questions ◽  
Common Error ◽  
Paramedic Education ◽  
Written Test

IntroductionInternationally, autonomous paramedic-delivered pre-hospital thrombolysis (PHT) administration for ST-elevation myocardial infarction patients has proven to be a highly effective strategy in facilitating expedited delivery of this treatment modality. However, current New Zealand models rely on physician authorised telemetry-based systems which have proved problematic, particularly due to technological failings. The aim of this study is to establish whether current paramedic education in New Zealand is sufficient for the introduction of an autonomous paramedic clinical decision-making model of PHT.MethodsA one-hour workshop introduced a new PHT protocol to 81 self-selected paramedic participants – both rural and metropolitan based – from New Zealand. Paramedics were then tested in protocol application through completion of a scenario-based standardised written test. Four written scenarios constructed from actual field cases assessed 12-lead electrocardiogram interpretation, understanding of protocol inclusion/exclusion criteria, and treatment rationale. Ten multiple-choice questions further tested cardiac and pharmacology knowledge as well as protocol application.Results Overall clinical decision-making showed a sensitivity of 92.0% (95% CI: 84.8–96.5), and a specificity of 95.6% (95% CI: 89.1–98.8). Electrocardiogram misinterpretation was the most common error. University educated paramedics (n=44) were significantly better at clinical decision-making than in-house industry trained paramedics (n=37) (p=0.001), as were advanced life support paramedics (n=36) compared to paramedics of lesser practice levels (n=45) (p=0.006).Conclusion Our New Zealand paramedic sample demonstrated an overall clinical decision-making capacity sufficient to support the introduction of a new autonomous paramedic PHT protocol. Recent changes in paramedic education toward university degree programs are supported.

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

2003 ◽  
Vol 1 (3) ◽  
Author(s):  
Patricia Aparicio ◽  
Jesús López-Herce ◽  
Angel Carrillo ◽  
Luis Sancho ◽  
Ramón Moral
Keyword(s):  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Life Support ◽  
Medical Training ◽  
Training Programme ◽  
Teaching Staff ◽  
Practical Training ◽  
Multiple Choice Questions ◽  
The Mean ◽  
Initial Score

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.

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

Effects of pre-course preparation using a serious smartphone game on advanced life support knowledge and skills -A randomized controlled trial

2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
P Kotruchin ◽  
P Phungoen ◽  
T Mitsungnern
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Controlled Trial ◽  
Advanced Life Support ◽  
Pass Rate ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Skill Test ◽  
High Satisfaction ◽  
Gamified Learning

Abstract Background Over the past several years, gamified learning has been growing in popularity in various medical educational contexts including cardiopulmonary resuscitation (CPR) training. Furthermore, prior work in Basic Life Support (BLS) training has demonstrated the benefits of serious games as a method for pre-training among medical students. However, there is little evidence to support these benefits with regard to Advanced Life Support (ALS) training Objective We compare the effects of a brief pre-course ALS preparation course using a serious smartphone game on students' knowledge, skills, and perceptions in this area with those of conventional ALS training alone. Methods A serious game (Resus Days) was developed by a Thai physician based on global ALS clinical practice guidelines. Fifth-year medical students were enrolled and randomized to either a game group or a control group. Participants in both groups attended a traditional ALS lecture, but the game group was assigned to play Resus Days for 1 hour before attending the lecture and as wished after that. All students underwent conventional ALS training, and their abilities were evaluated using multiple choice questions and with hands-on practice on a mannequin. Subjects' attitudes and perceptions about the game were evaluated using a questionnaire. Results A total of 105 students participated in the study and were randomly assigned to either the game group (n=52) or the control group (n=53). Students in the game group performed better on the ALS algorithm knowledge posttest than those in the control group (17.22±1.93 vs 16.60±1.97, P=0.01; adjusted mean difference [AMD] 0.93, 95% CI 0.21–1.66;). The game group's pass rate on the skill test was also higher, but not to a statistically significant extent (79% vs 66%, P=0.09; adjusted odds ratio [AOR] 2.22, 95% CI 0.89–5.51). Students also indicated high satisfaction with the game (9.02±1.11 out of 10). Conclusions Engaging in game-based preparation prior to an ALS training course resulted in greater medical students' algorithm knowledge scores than attending the course alone. A screen shot of Resus Days Funding Acknowledgement Type of funding source: None

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