Simulation Training at a Medical Institute: An integral Part of the Educational Process

Education in cardiopulmonary resuscitation in Russia: A systematic review of the available evidence

“…Fourteen (64%) out of 22 publications eligible for the review, including 7 full-text articles, [13][14][15][16][17][18][19] 6 conference abstracts [10,[20][21][22][23][24] and 1 dissertation, [25] describe effects of various educational interventions aimed to improve CPR theoretical knowledge and/or skills. Three studies were randomized controlled, [10,24,25] 9-quantitative nonrandomized, [13,14,16,17,[19][20][21][22][23] 1-quantitative descriptive, [18] 1-qualitative.…”

“…Three studies were randomized controlled, [10,24,25] 9-quantitative nonrandomized, [13,14,16,17,[19][20][21][22][23] 1-quantitative descriptive, [18] 1-qualitative. [15] Study participants included emergency medical service physicians, [13][14][15][16]25] physicians of other specialities, [16,17,[20][21][22]25] interns/residents, [18,19,23,25] medical students, [19,25] nurses [22] and cadets of the fire and rescue service academy. [10,24] Sample size varied from 26 [13] to 621.…”

“…[10,24] Sample size varied from 26 [13] to 621. [25] Basic life support (BLS) teaching was provided in 11 studies, [10,13,16,[18][19][20][21][22][23][24][25] advanced life support (ALS) in 3 studies. [15,17,25] The type of CPR algorithm taught (BLS or ALS) was not clear for one study.…”

“…[14] There was only one study describing the use of an automated external defibrillator (AED) as a component of the educational program. [18] Information on the structure of the educational intervention has been provided in 10 publications. [10,[15][16][17][18][19]21,[23][24][25] Most commonly, CPR education comprised a theoretical part (lecture) followed by a session of skill training.…”

“…[10,[15][16][17][18][19]21,[23][24][25] Most commonly, CPR education comprised a theoretical part (lecture) followed by a session of skill training. [16][17][18][19]21,25] Bazanov et al [24] compared 5 different forms of education: (1) theoretical training using lecture, text and photo slides; (2) lecture and training videos; (3) interactive program with graphical presentations and videos; (4) lecture and skills demonstration on manikins; and (5) self-education using hard copy of CPR guidelines. Another study carried out by the same group of authors examined effects of theoretical CPR training using multimedia presentations.…”