scholarly journals Factors correlated with the advanced life support simulation performance of senior medical students

Critical Care ◽  
2010 ◽  
Vol 14 (Suppl 1) ◽  
pp. P313
Author(s):  
KH Park ◽  
YJ Kang
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Life Support ◽  
Simulation Performance

scholarly journals Predicting electrocardiogram interpretation performance in Advanced Cardiovascular Life Support simulation: comparing knowledge tests and simulation performance among Mexican medical students

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6632 ◽  
Author(s):  
Michael William Smith ◽  
David Abarca Rondero
Keyword(s):  
Medical Students ◽  
Traditional Knowledge ◽  
Test Scores ◽  
Life Support ◽  
Cognitive Tasks ◽  
Knowledge Test ◽  
Simulation Performance ◽  
Electrocardiogram Interpretation ◽  
Ecg Interpretation

Background Simulation plays a key role in assessing performance in Advanced Cardiovascular Life Support (ACLS). Traditional knowledge tests are also important for assessing the cognitive elements of ACLS performance. However, the association between the two has not been established. In this study, we focus on one important element in ACLS—interpretation of electrocardiograms (ECG)—and the potential of knowledge tests to serve as predictors of improvement in ACLS performance. Methods We looked at the correlation between Mexican medical students’ improvement in ECG interpretation performance in ACLS megacode simulations (from the start of the semester to the end of the semester), and their scores on ECG interpretation knowledge tests. Results We found significant improvement in ECG interpretation in ACLS megacode simulation (from pre-semester to post-semester), but this was not predicted by the ECG interpretation knowledge test scores. The correlation was .079 (p = 0.66). Conclusions These results suggest that even cognitive tasks such as ECG interpretation can be expressed and assessed differently in simulation versus traditional knowledge testing.

scholarly journals Comparative analysis of Advanced and Immediate Life Support acquisition degree.

2021 ◽  
Vol 2 (2) ◽  
pp. 9-20
Author(s):  
Antonio Cárdenas Cruz ◽  
Eva Peregrina Caño ◽  
Dolores Cárdenas Cruz ◽  
Isabel Santiago Suárez ◽  
Miguel Ángel Martín Piedra ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Advanced Life Support ◽  
Public Health Problem ◽  
Developed Countries ◽  
Major Public Health Problem ◽  
External Evaluators ◽  
The University ◽  
De Medicina ◽  
Comparison Data

La Parada Cardiorrespiratoria (PCR) es un problema de salud pública en los países desarrollados. De acuerdo con La Sociedad Española de Resucitación, en España hay alrededor de treinta mil muertes al año y unos veinte mil intentos de resucitación, y aun así hasta hace muy poco los alumnos de Medicina no recibían formación reglada en Soporte Vital Avanzado (SVA). Con la introducción en 2018 de una nueva asignatura afrontamos este problema, y sin embargo nos encontramos con que no está establecido qué tipo de Soporte Vital es el adecuado para nuestros estudiantes. Por ello, el objetivo de este estudio es analizar de manera comparativa el nivel de adquisición de competencias en SVA y SVI y su evolución temporal en estudiantes de quinto y sexto de Medicina de la Universidad de Granada (UGR). Para alcanzar este objetivo, obtuvimos datos en una primera evaluación de los alumnos de medicina que participaron en la asignatura optativa de SVA en la Universidad de Granada durante los meses de Octubre y Noviembre (2019). Meses después, se llevó a cabo una nueva re evaluación durante los meses de Febrero y Marzo de 2020 a la misma muestra de estudiantes, gracias a la cual obtuvimos los datos para la comparación. Dichos datos mostraron que el nivel de adquisición de competencias en SVI supera al de las competencias que componen el SVA y, además, el efecto de la Curva del Olvido para las competencias incluidas en el SVI es menor. De esta manera, se puede concluir que las competencias que componen el SVI presentan un mayor nivel de adquisición, y un menor efecto de la Curva del Olvido y por tanto deberían ser las que pasaran a formar parte de la formación para los estudiantes de Medicina de la Universidad de Granada. Cardiac arrest (CA) is a major public health problem in developed countries. According to the Spanish Cardiopulmonary Resuscitation Council, in Spain there are around thirty thousand deaths a year and about twenty thousand resuscitation attempts, and yet until very recently medical students did not receive formal training in Advanced Life Support (ALS). With the introduction in 2018 of a new subject, we faced the problem of not having established what type of Life Support was appropriate for our students. As a result, the aim of this study is to analyze in a comparative way the degree of acquisition of competences in ALS and Immediate Life Support (ILS) and their temporal evolution by the students of fifth and sixth year (Medicine Degree) of the University of Granada (UGR). To achieve that aim, we obtained the data in an initial evaluation to the medical students who enrolled in the optional subject of Advanced Life Support in the Faculty of Medicine (UGR), during the months of October and November (2019). This evaluation was carried out by external evaluators and was based on the ERC 2015 guidelines. Months later, a reassessment that was carried out during the months of February and March 2020 to the same sample of students gave us the data for the comparison. Data showed that the degree of acquisition of competencies related to the ILS exceeds the level of acquisition of the competences included within the ALS, and that the effect of the Oblivion Curve for the competences included in the ILS is lower than those included in the ALS. We could conclude that the competences that are integrated within the ILS present a higher level of acquisition and a lesser effect on the forgetting curve, so they should become part of the curricular content of the UGR Medical Degree.

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

scholarly journals INFLUENCE OF EMERGENCY MEDICAL STUDENTS TRAINING ON PREPAREDNESS TO PERFORM PAEDIATRIC LIFE SUPPORT

2021 ◽  
Vol 8 (4) ◽  
pp. 244-252
Author(s):  
Jerzy Kiszka ◽  
Dawid Filip ◽  
Piotr Wasylik
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Life Support ◽  
Advanced Life Support ◽  
Development Project ◽  
Competence Development ◽  
Emergency Medical ◽  
Before And After ◽  
Post Test ◽  
The Impact

Aim: Assessment of the increase in knowledge in specific categories among students of the last-year emergency medical students after 45-hour training in advanced paediatric life support. Comparison of the impact of participation in the project and the ILS course on the increase of knowledge in the field of advanced life support in children. Material and methods: 138 third-year emergency medical students of the University of Rzeszów were studied. A proprietary questionnaire on paediatric life support was conducted before and after completing a 45-hour training on emergency medical services in children (pretest/posttest). Results: The mean percentage of subjects’ correct answers in the post-test was slightly over 60 which was statistically significantly higher compared to the pre-test, t(276)=6.54; p<0.001. The highest percentage of correct answers concerned paediatric basic life support and AED (M=77.78; SD=12.47), while the lowest – cardiac arrest in children in special situations (M=60.54; SD=21.06). No statistically significant relationship was found between the percentage of correct answers in the pre-test/post-test and the respondents’ age, gender and participation in a competence development project (p>0.05). Conclusions: The knowledge of paediatric life support among the third year emergency medical students is good. The students of subsequent years and individuals reading the literature and participating in the competence development project are better prepared to perform life support procedures in newborns and infants. From year to year, students gain less knowledge from medical literature and have the least knowledge on cardiac arrest in children in special circumstances.

scholarly journals Precourse Preparation Using a Serious Smartphone Game on Advanced Life Support Knowledge and Skills: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Pariwat Phungoen ◽  
Songwoot Promto ◽  
Sivit Chanthawatthanarak ◽  
Sawitree Maneepong ◽  
Korakot Apiratwarakul ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Controlled Trial ◽  
Advanced Life Support ◽  
Pass Rate ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Training Course ◽  
Skill Test ◽  
Gamified Learning

BACKGROUND In 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 pretraining 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 precourse ALS preparation using a serious smartphone game on student 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 the game group or the 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 were allowed to play as much as they wished during the training course. All students underwent conventional ALS training, and their abilities were evaluated using multiple-choice questions and with hands-on practice on a mannequin. Subject 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 [SD 1.93] vs 16.60 [SD 1.97], <i>P</i>=.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%, <i>P</i>=.09; adjusted odds ratio [AOR] 2.22; 95% CI 0.89-5.51). Students indicated high satisfaction with the game (9.02 [SD 1.11] out of 10). CONCLUSIONS Engaging in game-based preparation prior to an ALS training course resulted in better algorithm knowledge scores for medical students than attending the course alone. CLINICALTRIAL Thai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7

scholarly journals Effect of High-Fidelity Simulation on Medical Students’ Knowledge about Advanced Life Support: A Randomized Study

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125685 ◽  
Author(s):  
Andrea Cortegiani ◽  
Vincenzo Russotto ◽  
Francesca Montalto ◽  
Pasquale Iozzo ◽  
Cesira Palmeri ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Randomized Study ◽  
Advanced Life Support ◽  
High Fidelity ◽  
High Fidelity Simulation

scholarly journals Precourse Preparation Using a Serious Smartphone Game on Advanced Life Support Knowledge and Skills: Randomized Controlled Trial

10.2196/16987 ◽  
2020 ◽  
Vol 22 (3) ◽  
pp. e16987 ◽  
Author(s):  
Pariwat Phungoen ◽  
Songwoot Promto ◽  
Sivit Chanthawatthanarak ◽  
Sawitree Maneepong ◽  
Korakot Apiratwarakul ◽  
...  
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Controlled Trial ◽  
Advanced Life Support ◽  
Pass Rate ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Training Course ◽  
Skill Test ◽  
Gamified Learning

Background In 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 pretraining 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 precourse ALS preparation using a serious smartphone game on student 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 the game group or the 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 were allowed to play as much as they wished during the training course. All students underwent conventional ALS training, and their abilities were evaluated using multiple-choice questions and with hands-on practice on a mannequin. Subject 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 [SD 1.93] vs 16.60 [SD 1.97], P=.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=.09; adjusted odds ratio [AOR] 2.22; 95% CI 0.89-5.51). Students indicated high satisfaction with the game (9.02 [SD 1.11] out of 10). Conclusions Engaging in game-based preparation prior to an ALS training course resulted in better algorithm knowledge scores for medical students than attending the course alone. Trial Registration Thai Clinical Trials Registry HE611533; https://tinyurl.com/wmbp3q7

Sign in / Sign up

Export Citation Format

Share Document