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Comparison of a Modified Longitudinal Simulation-Based Advanced Cardiovascular Life Support to a Traditional Advanced Cardiovascular Life Support Curriculum in Third-Year Medical Students

Comparison of a Modified Longitudinal Simulation-Based Advanced Cardiovascular Life Support to a... Background: Simulation is an effective tool for teaching medical students in cardiac arrest management. Purpose: The purpose of this article is to compare the efficacy of a traditional Advanced Cardiovascular Life Support (ACLS) course versus a modified longitudinal ACLS course using high-fidelity simulation in medical students. Methods: One group enrolled in a 2-day traditional ACLS course while another group participated in independent learning over 2 weeks and 2 simulation sessions using Laerdal Sim-Man. The modified curriculum also included environmental fidelity with simulation, access to materials electronically, smaller class sizes, and integration of real experiences in the Emergency Department into their learning. Student performance was measured with a scripted, videotaped mega code, followed by a survey. Results: We enrolled 21 students in a traditional ACLS program and 29 students in the simulation-based program (15 and 26 videos available for analysis). There was no difference in Time to Initiate CPR or Time to Shock between the groups, but the modified curriculum group demonstrated higher performance scores. They also felt better prepared to run the code during a simulation and in a hospital setting compared to students in the traditional ACLS curriculum. Conclusions: Students in a modified longitudinal simulation-based ACLS curriculum demonstrated better proficiency in learning ACLS compared to a traditional curriculum. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teaching and Learning in Medicine Taylor & Francis

Comparison of a Modified Longitudinal Simulation-Based Advanced Cardiovascular Life Support to a Traditional Advanced Cardiovascular Life Support Curriculum in Third-Year Medical Students

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References (23)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1532-8015
eISSN
1040-1334
DOI
10.1080/10401334.2011.611763
pmid
22004316
Publisher site
See Article on Publisher Site

Abstract

Background: Simulation is an effective tool for teaching medical students in cardiac arrest management. Purpose: The purpose of this article is to compare the efficacy of a traditional Advanced Cardiovascular Life Support (ACLS) course versus a modified longitudinal ACLS course using high-fidelity simulation in medical students. Methods: One group enrolled in a 2-day traditional ACLS course while another group participated in independent learning over 2 weeks and 2 simulation sessions using Laerdal Sim-Man. The modified curriculum also included environmental fidelity with simulation, access to materials electronically, smaller class sizes, and integration of real experiences in the Emergency Department into their learning. Student performance was measured with a scripted, videotaped mega code, followed by a survey. Results: We enrolled 21 students in a traditional ACLS program and 29 students in the simulation-based program (15 and 26 videos available for analysis). There was no difference in Time to Initiate CPR or Time to Shock between the groups, but the modified curriculum group demonstrated higher performance scores. They also felt better prepared to run the code during a simulation and in a hospital setting compared to students in the traditional ACLS curriculum. Conclusions: Students in a modified longitudinal simulation-based ACLS curriculum demonstrated better proficiency in learning ACLS compared to a traditional curriculum.

Journal

Teaching and Learning in MedicineTaylor & Francis

Published: Oct 1, 2011

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