Using multimedia tools and high-fidelity simulations to improve medical students' resuscitation performance: an observational study

Abstract

ObjectivesThe goal of our study was to shed light on educational methods to strengthen medical students' cardiopulmonary resuscitation (CPR) leadership and team skills in order to optimise CPR understanding and success using didactic videos and high-fidelity simulations.DesignAn observational study.SettingA tertiary medical centre in Northern Taiwan.ParticipantsA total of 104 5–7th year medical students, including 72 men and 32 women.InterventionsWe provided the medical students with a 2-hour training session on advanced CPR. During each class, we divided the students into 1–2 groups; each group consisted of 4–6 team members. Medical student teams were trained by using either method A or B. Method A started with an instructional CPR video followed by a first CPR simulation. Method B started with a first CPR simulation followed by an instructional CPR video. All students then participated in a second CPR simulation.Outcome measuresStudent teams were assessed with checklist rating scores in leadership, teamwork and team member skills, global rating scores by an attending physician and video-recording evaluation by 2 independent individuals.ResultsThe 104 medical students were divided into 22 teams. We trained 11 teams using method A and 11 using method B. Total second CPR simulation scores were significantly higher than first CPR simulation scores in leadership (p<0.001), teamwork (p<0.001) and team member skills (p<0.001). For methods A and B students' first CPR simulation scores were similar, but method A students' second CPR simulation scores were significantly higher than those of method B in leadership skills (p=0.034), specifically in the support subcategory (p=0.049).ConclusionsAlthough both teaching strategies improved leadership, teamwork and team member performance, video exposure followed by CPR simulation further increased students' leadership skills compared with CPR simulation followed by video exposure.

Knowledge and Attitude of Basic Life Support among Medical Students at King Abdul-Aziz University

“…Pediatric age-group resuscitation knowledge and attitude among the responders were significantly low (32.75%) in comparison to adult age-group (42.75%). This finding is in alignment of what was proposed by Shaffner et al where he stated that pediatric residents poorly comply to the American Heart Association (AHA) guidelines regarding CPR and the quality of their skills is generally poor [13] .…”

“…Students showed better results when the video proceeded the simulation. (By the fact that KAU have the first accredited simulation center in Saudi Arabia, we recommend to add more BLS simulations annually to all academic medical years in order to retain the information that the course provided with different teaching methods collaborated with the curriculum of medical years [13] .…”

The effect of games and simulations on higher education: a systematic literature review

“…Simulation games are often seen as powerful tools in promoting teamwork and team dynamics (Stanley & Latimer, 2011;Tiwari et al, 2014;Lin, 2016;Wang, 2016), collaboration (Hanning, 2012), social and emotional skills (Ahmad et al, 2013), and other soft skills, including project management, self-reflection, and leadership skills (Siewiorek, 2012;Wang et al, 2016), which are acquired through a reality-based scenarios with action-oriented activities (Geithner & Menzel, 2016).…”

Simulação em saúde para ensino e avaliação: conceitos e práticas

“…O ensino de habilidades por meio da simulação normalmente ocorre em laboratórios de habilidades, usando task trainer para o resgate de procedimentos hands on com uso de manequins, práticas deliberadas de ciclo rápido (PDCR), simulação baseada em computadores por aplicativos de softwares e serious games ( jogos sérios) como um complemento ou substituição para o treinamento presencial, telessimulação, uso de atores humanos (pacientes simulados) para replicar cenários clínicos ou tarefas procedimentais para o treino das habilidades não técnicas (WELLER et al, 2012;WANG et al, 2016;DONOVAN et al, 2018).…”