Impact of multimodal methods to teach advanced cardiovascular life support principles in the core doctor of pharmacy curriculum

Abstract

IntroductionThe 2016 Accreditation Council for Pharmacy Education Accreditation Standards place clear expectations on the production of “practice ready” graduates. Advanced cardiovascular life support (ACLS) is an integrated, team‐based approach to optimizing patient outcomes in acute cardiovascular events. Foundational knowledge and skill with ACLS principles will support graduate pharmacists as essential members of the health care team.ObjectivesTo assess the impact of didactic and simulation based advanced cardiovascular life support training on student perception, knowledge, and skills.MethodsACLS training was incorporated into the third year pharmacy curriculum through the addition of a 2‐hour pharmacy‐oriented didactic lecture on ACLS fundamentals and reinforced with a 2‐hour simulation experience of various cardiovascular events. Perception and knowledge were evaluated in a pre‐ and post‐assessment format with 10 questions evaluating knowledge and 19 questions evaluating perceptions.ResultsAll students (n = 133) completed the pre‐ and post‐assessments. Knowledge of ACLS fundamentals improved by 35% from baseline (43.4% ± 16.7% to 79.2% ± 14.9%, P < 0.001). Perceptions also improved with self‐reported novice ranking decreasing from 46.4% ± 21.5% overall to 4.3% ± 2.1% (P < 0.001), and perceptions of proficient ranking increasing from 6.9% ± 5.5% to 32.5% ± 6.7% (P < 0.001). Skill‐based assessment demonstrated positive review of peers' simulation performance.ConclusionsACLS instruction using both didactic lecture and simulation experience enhanced student knowledge and confidence of ACLS fundamentals. Future implementation may include offering formal ACLS certification through an elective course.