Andrew J Adams1, Emily A Wasson2, John R Admire1, Pedro Pablo Gomez1, Raman A Babayeuski1, Edward Y Sako3, Ross E Willis4. 1. Department of Surgery, University of Texas Health Science Center at San Antonio, Texas. 2. School of Medicine, University of Texas Health Science Center at San Antonio, Texas. 3. Department of Cardiothoracic Surgery, University of Texas Health Science Center at San Antonio, Texas. 4. Department of Surgery, University of Texas Health Science Center at San Antonio, Texas. Electronic address: willisr@uthscsa.edu.
Abstract
INTRODUCTION: The purpose of our study was to examine the ability of novices to learn selected aspects of Advanced Cardiac Life Support (ACLS) in training conditions that did not incorporate simulation compared to those that contained low- and high-fidelity simulation activities. We sought to determine at what level additional educational opportunities and simulation fidelity become superfluous with respect to learning outcomes. METHODS:Totally 39 medical students and physician assistant students were randomly assigned to 4 training conditions: control (lecture only), video-based didactic instruction, low-, and high-fidelity simulation activities. Participants were assessed using a baseline written pretest of ACLS knowledge. Following this, all participants received a lecture outlining ACLS science and algorithm interpretation. Participants were then trained in specific aspects of ACLS according to their assigned instructional condition. After training, each participant was assessed via a Megacode performance examination and a written posttest. RESULTS: All groups performed significantly better on the written posttest compared with the pretest (p < 0.001); however, no groups outperformed any other groups. On the Megacode performance test, the video-based, low-, and high-fidelity groups performed significantly better than the control group (p = 0.028, p < 0.001, p = 0.019). Equivalence testing revealed that the high-fidelity simulation condition was statistically equivalent to the video-based and low-fidelity simulation conditions. CONCLUSION:Video-based and simulation-based training is associated with better learning outcomes when compared with traditional didactic lectures only. Video-based, low-fidelity, and high-fidelity simulation training yield equivalent outcomes, which may indicate that high-fidelity simulation is superfluous for the novice trainee.
RCT Entities:
INTRODUCTION: The purpose of our study was to examine the ability of novices to learn selected aspects of Advanced Cardiac Life Support (ACLS) in training conditions that did not incorporate simulation compared to those that contained low- and high-fidelity simulation activities. We sought to determine at what level additional educational opportunities and simulation fidelity become superfluous with respect to learning outcomes. METHODS: Totally 39 medical students and physician assistant students were randomly assigned to 4 training conditions: control (lecture only), video-based didactic instruction, low-, and high-fidelity simulation activities. Participants were assessed using a baseline written pretest of ACLS knowledge. Following this, all participants received a lecture outlining ACLS science and algorithm interpretation. Participants were then trained in specific aspects of ACLS according to their assigned instructional condition. After training, each participant was assessed via a Megacode performance examination and a written posttest. RESULTS: All groups performed significantly better on the written posttest compared with the pretest (p < 0.001); however, no groups outperformed any other groups. On the Megacode performance test, the video-based, low-, and high-fidelity groups performed significantly better than the control group (p = 0.028, p < 0.001, p = 0.019). Equivalence testing revealed that the high-fidelity simulation condition was statistically equivalent to the video-based and low-fidelity simulation conditions. CONCLUSION: Video-based and simulation-based training is associated with better learning outcomes when compared with traditional didactic lectures only. Video-based, low-fidelity, and high-fidelity simulation training yield equivalent outcomes, which may indicate that high-fidelity simulation is superfluous for the novice trainee.
Authors: Olivier Courteille; Madelen Fahlstedt; Johnson Ho; Leif Hedman; Uno Fors; Hans von Holst; Li Felländer-Tsai; Hans Möller Journal: Int J Med Educ Date: 2018-03-28
Authors: Hadiki Habib; Eka Ginanjar; Arif Mansjoer; Septo Sulistio; Imamul A Albar; Radi M Mulyana Journal: Emerg Med Int Date: 2019-10-07 Impact factor: 1.112
Authors: Mark X Cicero; Travis Whitfill; Barbara Walsh; Maria Carmen Diaz; Grace Arteaga; Daniel J Scherzer; Scott Goldberg; Manu Madhok; Angela Bowen; Geno Paesano; Michael Redlener; Kevin Munjal; David Kessler; Marc Auerbach Journal: AEM Educ Train Date: 2018-01-31