An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based Training
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Purpose: In this study, we compared the effects of constructivist and traditional teaching strategies in teaching advanced cardiac life support (ACLS) skills during simulation-based training (SBT). Methods: A randomized, pre- and post-test control group study was designed to examine this issue in 29 third-year emergency medical technician (EMT) students. Participants received SBT through constructivist SBT (CSBT) or traditional lecture-based SBT (TSBT)teaching strategies. We evaluated the effects of the simulation training on ACLS knowledge, and performance immediately after practice and at retention. Results: The knowledge and performance of the CSBT group were higher than compared with the TSBT group (mean knowledge 33.3±5.03 vs. 29.5±5.33, p=0.36; and mean performance 12.20±1.85 vs. 8.85±3.54, p=0.010). However, there was no difference between two groups in retention between groups 1 month later (mean knowledge 31.86±4.45 vs. 31.50±4.65, p=0.825; and mean performance 12.13±0.99 vs. 12.57±1.78, p=0.283). Conclusion: CSBT is more effective with regard to knowledge acquisition and performance than TSBT. Further studies are needed to explore ways of improving retention and transfer of knowledge from simulated to real situations with SBT.
Abstract
Purpose: In this study, we compared the effects of constructivist and traditional teaching strategies in teaching advanced cardiac life support (ACLS) skills during simulation-based training (SBT). Methods: A randomized, pre- and post-test control group study was designed to examine this issue in 29 third-year emergency medical technician (EMT) students. Participants received SBT through constructivist SBT (CSBT) or traditional lecture-based SBT (TSBT)teaching strategies. We evaluated the effects of the simulation training on ACLS knowledge, and performance immediately after practice and at retention. Results: The knowledge and performance of the CSBT group were higher than compared with the TSBT group (mean knowledge 33.3±5.03 vs. 29.5±5.33, p=0.36; and mean performance 12.20±1.85 vs. 8.85±3.54, p=0.010). However, there was no difference between two groups in retention between groups 1 month later (mean knowledge 31.86±4.45 vs. 31.50±4.65, p=0.825; and mean performance 12.13±0.99 vs. 12.57±1.78, p=0.283). Conclusion: CSBT is more effective with regard to knowledge acquisition and performance than TSBT. Further studies are needed to explore ways of improving retention and transfer of knowledge from simulated to real situations with SBT.
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