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

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.

Comparison between Flipped Classroom and Video cum Lecture-based Classroom for Advanced Cardiovascular Life Support among Medical graduates (Preprint)

2019 ◽  
Author(s):  
Sahana Jenifer
Keyword(s):  
Flipped Classroom ◽  
Life Support ◽  
Pass Rate ◽  
Medical Community ◽  
Medical College ◽  
Medical Graduates ◽  
Learning Platform ◽  
Team Based Learning ◽  
Post Test ◽  
Flipped Classrooms

BACKGROUND Traditional lecture based classrooms provide a learning platform which engages the students in a passive process which may be tedious, and inadequate to sharpen the skills required, especially in the medical community. Flipped classrooms, and team-based learning on the other hand, actively requires the participation of the students, continuously challenging them to learn, understand, discuss, analyse, and resolve. Since the introduction of flipped classrooms, its effectiveness has been demonstrated in various fields of education over the years including medical education. OBJECTIVE The aim is to compare the effects of learning in a flipped classroom and in a video cum lecture based classroom, during an advanced cardiovascular life support course, amongst medical professionals of Jawaharlal Nehru Medical College, Wardha, India. METHODS In a retrospective study, 100 participants were selected at random. 50 were taught in a flipped classroom session and 50 were taught in a video cum lecture-based classroom. Pre-test and post-test results were collected from all participants, the results of which were used to compare the efficiency of the two methods. RESULTS In flipped classrooms, a significant improvement of the scores were recorded (P <0.001). From an average of 84.62% in the pre-tests, an average of 90.52% in the post-tests were seen. Along with this, an overall of 96% pass rate was seen among participants. In video cum lecture based classrooms however, an improvement was in fact seen, although one that was not statistically significant as that in flipped classrooms (P =0.394). From an average of 81.82% in the pre-tests, the post-test scores improved to an average of 83.44%. The overall pass rate was also significantly lower here with only 58%. CONCLUSIONS Flipped classrooms and team-based learning have demonstrated better results compared to video cum lecture-based classrooms.

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 Assessment of chest compression interruptions during advanced cardiac life support

Resuscitation ◽  
2021 ◽  
Author(s):  
Philippe Dewolf ◽  
Lina Wauters ◽  
Geraldine Clarebout ◽  
Senne Van Den Bempt ◽  
Thomas Uten ◽  
...  
Keyword(s):  
Chest Compression ◽  
Life Support ◽  
Advanced Cardiac Life Support
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