Advanced cardiac life support certification for student pharmacists improves simulated patient survival

Overview of implementation and learning outcomes of simulation in pharmacy education

“…After a 10‐h ACLS certification course with HFS within the previous year, BLS and ACLS skills were retained 26 . Although simulated patient survival increased after previous exposure to HFS in an elective (37%) or certification (86%) course, the outcome was statistically superior only after the certification course 26,41 . Other supplementary outcomes routinely assessed include attitudes, perceptions, confidence, and satisfaction related to HFS 15,26,40–47,49,50 .…”

“…15,26,41,48,65 All instances of skills performance assessment with HFS in the pharmacy education literature are associated with statistical or numerical improvements. 15,26,41,45,48,63,65 Publications from one institution describe increased basic life support (BLS) and ACLS skills retention as well as simulated patient survival. 26,41,65 BLS skills were retained within 120 days of training.…”

“…15,26,41,45,48,63,65 Publications from one institution describe increased basic life support (BLS) and ACLS skills retention as well as simulated patient survival. 26,41,65 BLS skills were retained within 120 days of training. 65 After a onetime exposure in an elective course, there was a numerical, but not statistically superior, retention in students' ACLS skills at 120 days compared with students without previous training.…”

“…26,41 Other supplementary outcomes routinely assessed include attitudes, perceptions, confidence, and satisfaction related to HFS. 15,26,[40][41][42][43][44][45][46][47]49,50 Increased learner confidence and satisfaction with HFS are routinely described. 15,26,[40][41][42][43][44][45][46][47]50,63 Learning outcomes for pharmacy residents participating in HFS experiences of medical emergencies or ACLS focuses on global cognitive skills over discrete tasks and include outcomes such as confidence, knowledge, competency, satisfaction with the simulation, preparedness, and sustainability of preparedness.…”

“…6,[18][19][20][21][22][23][24][25] Virtual simulations allow for remote participation, bringing together learners from various disciplines and locales into one simulated healthcare environment. [26][27][28][29][30][31][32] In fact, during the COVID-19 pandemic, simulations in the remote setting became necessary to meet curricular outcomes. 33,34 Overall, use of simulations in health professions education is widespread and has positively affected learner satisfaction, knowledge, skills, and behaviors.…”