Advanced Cardiac Life Support Education Research Articles

Realistic simulation and medical students' performance in the Advanced Cardiac Life Support course: a comparative study.

Clinical practice has benefited from new methodologies such as realistic simulation (RS). RS involves recreating lifelike scenarios to more accurately reflect real clinical practice, enhancing learners' skills and decision-making within controlled environments, and experiencing remarkable growth in medical education. However, RS requires substantial financial investments and infrastructure. Hence, it is essential to determine the effectiveness of RS in the development of skills among medical students, which will improve the allocation of resources while optimizing learning. This cross-sectional study was carried out in the simulation laboratory of a medical school, and the performance of students who underwent two different curriculum matrices (without RS and with RS, from 2021 to 2022) in the Advanced Cardiac Life Support (ACLS) course was compared. This test was chosen considering that the competencies involved in cardiac life support are essential, regardless of the medical specialty, and that ACLS is a set of life-saving protocols used worldwide. We observed that the impact of RS can be different for practical abilities when compared with the theoretical ones. There was no correlation between the general academic performance and students' grades reflecting the RS impact. We conclude that RS leads to less remediation and increased competence in practical skills. RS is an important learning strategy that allows repeating, reviewing, and discussing clinical practices without exposing the patient to risks.NEW & NOTEWORTHY Realistic simulation (RS) positively affected the performance of the students differently; it had more influence on practical abilities than theoretical knowledge. No correlation between the general academic performance and grades of the students without RS or with RS was found, providing evidence that RS is an important tool in Advanced Cardiac Life Support education.

Obstetric Advanced Cardiac Life Support Education

In 2018, after teaching advanced cardiac life support (ACLS) for more than 2 years, we identified a gap in education related to obstetric patients in our community hospital. The ACLS course that was being taught did not address obstetric patients, leaving this population of patients as well as obstetric nurses vulnerable.

An alternative educational method: Computer-based simulation program for advanced cardiac life support education

Background/Aim: Technology is gaining importance in medical education, along with distance learning and technology-enhanced learning systems. In certain conditions, such as the Covid-19 outbreak, adapting technology to our medical education is essential. Computer-based simulation is one of those technologies that can be used in medical education. We aimed to measure the contribution of computer-based simulation to students’ knowledge of cardiac rhythms in the advanced cardiac life support (ACLS) curriculum, compared to the classic educational method. Methods: Interns (6th-grade medical students) were included in this observational study and divided into a study group and a control group. Both groups received a 2.5-hour-long ACLS rhythms lecture. Afterward, case studies were completed with a computer-based simulation program in the study group and with the classical didactic method in the control group. The participants took a multiple-choice test to measure the level of knowledge before (pre-test) and 4 weeks after (post-test) the training. “ACLS Simulator 2016” licensed program was used. Results: A total number of 80 medical students were included in the study. There were 35 (43.75%) males and 45 (56.25%) females, with a mean age of 23.7 (1.1) years. The mean number of correct answers in the pre-training test was 12.6 (3.2), and similar between the two groups (P=0.131), but significantly increased to 15.7 (3.3) (P<0.001) after the training. In the post-training test, the study and the control groups answered 16.0 (3.6) and 15.5 (3.1) questions correctly, respectively (P=0.477). Conclusion: Adapting a computer-based simulation program improves students’ level of knowledge. Case scenario training with a computer-based simulation is as effective as the classical method.

Looking Back on Advanced Cardiovascular Life Support Education in Korea through Narratives of Instructors

Purpose: The Advanced Cardiac Life Support (ACLS) course has been spreading since its introduction to Korea by the American Heart Association (AHA) in 2007. The scale of the program increases yearly. We assessed the significance of the ACLS courses conducted so far and evaluated problems that arose in an effort to improve ACLS education. Methods: Qualitative study. We conducted narrative interviews with twelve ACLS instructors from the AHA and the Korean Association for Cardiopulmonary Resuscitation (KACPR), selected in the order of frequency of instruction, using open- ended questions. Results: The total interview time of 16.7 hours was recorded on 402 transcript pages. We identified eight categories of comments including course objectives, obstacles, difficulties, teaching strategies, qualifications and competency, experience, conditions, and directions for optimal education, and from these, we formulated a proposal to the community. Conclusion: Calling on the experiences of these instructors, we identified opportunities for improving the educational environment of ACLS.

Effectiveness of an Obstetrics‐Based Advanced Cardiac Life Support Education Program

To study the effectiveness of an obstetrics-based advanced cardiac life support education (ACLS OB) program with pre- and postcourse maternal mock code drills and surveys evaluating satisfaction and self-confidence in abilities of labor and delivery (L&D) nurses to perform ACLS algorithms. Quasi-experimental pretest/posttest study. Obstetric units in a community hospital system. Labor and delivery nurses (N = 96). Nurses rotated through an ACLS OB course when their ACLS recertification was due. Two studies were done. Prior to the class, nurses participated in a maternal mock code drill during annual skills review, and performances were scored. One year later, nurses participated in maternal mock code drills. Results were compared with the previous year's scores. In the second study, pre- and postclass surveys were completed reflecting nurses' satisfaction and self-confidence with successfully completing elements of American Heart Association (AHA) algorithms following attendance at traditional ACLS classes versus ACLS OB. The scores of nurses who completed the ACLS OB course were significantly greater overall when performing ACLS MegaCode algorithms (z = -6.08, p < .001) for 18 of 21 individual elements of the algorithm. Nurses reported statistically significant increases (p < .001) in all 13 elements of satisfaction and self-confidence following completion of ACLS OB over traditional ACLS courses. Emphasizing changes in ACLS for obstetric patients during the precourse and using patient scenarios encountered in obstetric settings improved nurses' performance in maternal MegaCode scenarios. The course also increased self-satisfaction and self-confidence of obstetric nurses in their ability to perform ACLS algorithms.

시뮬레이션기반 전문심장소생술교육이 간호학생의 지식, 수행능력에 미치는 효과

연구목적: 본 연구는 미국심장협회 ACLS provider course의 시뮬레이션기반 전문심장소생술 교육이 간호학생의 지식 및 수행능력에 미치는 효과를 검증하기 위함이다. 연구방법: 연구대상은 D대학 졸업학년 간호학생 22명이다. 수집된 자료는 SPSS/WIN 18.0 program을 이용하여 분석하였다. 연구결과: 시뮬레이션기반 전문심장소생술 교육을 받은 후 교육 전보다 간호학생의 지식 및 수행능력 점수가 유의하게 높아졌다. 결론: 시뮬레이션기반 전문심장소생술 교육은 간호학생의 지식 및 수행능력을 향상시키는데 효과적임을 검증하였으므로 간호학생 대상의 표준화된 응급간호 교육프로그램 개발에 기초자료를 제공할 수 있다고 본다. 또한 전문심장소생술 교육에 다양한 학습방법을 적용한 후 비교분석하는 후속연구와 지식 및 수행능력 지속성 연구와 같은 종적연구를 제언한다. 【Purpose: The purpose of this study was to examine the effects of the simulation-based training for advanced cardiovascular life support on the knowledge and competence of nursing students. Method: The subjects were 22 nursing students, who ungraduated D university. Data were analyzed with SPSS/Win 18.0 program. Results: There was a significant improvement in knowledge and competence after receiving than before training. Conclusion: Simulation-based training for advanced cardiovascular life support is effective strategy for increasing the knowledge and competence of nursing students and will can provide basic data in development of standardized emergency nursing education programs. Further research is needed in the comparative analysis about various learning of advanced cardiac life support education and a longitudinal study of maintenance the knowledge and competence.】

Interprofessional resuscitation rounds: a teamwork approach to ACLS education

Purpose: We developed and implemented a series of interprofessional resuscitation rounds targeting fourth year nursing and medical students, and junior residents from a variety of specialty programs.Methods: Each two hour session was conducted in our patient simulation lab, and was held weekly during the academic year. Students were given specific instruction on the roles and responsibilities of resuscitation team members, and then teams of five worked through pre-defined Advanced Cardiac Life Support (ACLS) scenarios on a high fidelity patient simulator. At the end of each session students completed an anonymous evaluation of the program via a standardized questionnaire using Likert rating scales.Results: A total of 222 evaluations (101 nursing students, 42 medical students, and 79 junior residents) were submitted from October 2005 to April 2006. Mean scores reflected a strong consensus that these rounds were valuable for their training, provided a vehicle for understanding team roles in resuscitation, and that these rounds should be mandatory for all medical and nursing trainees. Participants also expressed a desire for additional interprofessional training.Conclusion: Despite challenges inherent in teaching a diverse group of learners, these interprofessional resuscitation rounds were rated highly by nursing and medical trainees as valuable learning experiences.

Advanced cardiac life support education: a self-directed, scenario-based approach.

The American Heart Association adopted new curriculum guidelines for Advanced Cardiac Life Support (ACLS) education. Requirements include the incorporation of case-based learning strategies in the course format. A self-directed, scenario-based course format was developed to incorporate principles of adult learning and to meet the newest curriculum guidelines of the American Heart Association. A post-course survey was used to evaluate the participants' perceptions of the course format and its effects on their learning. Twenty-seven participants completed the course. Analysis of the post-course survey responses indicated participants favored the self-directed, scenario-based design and felt the format contributed to their learning. Additionally, this format was more cost-effective than the traditional 2-day course design. The use of a self-directed, scenario-based format creates an optimal environment that fosters the complex cognitive and psychomotor skills learning required to perform ACLS. This format meets the expectations of the American Heart Association curriculum guidelines and should be considered a viable and valuable option for providing ACLS education.