The effect of repetition of simulation-based cardiopulmonary resuscitation training on the satisfaction of the trainee.
- Author:
Gyeong Jo BYEON
1
;
Hyeon Jeong LEE
;
Hae Kyu KIM
;
Bong Jae SONG
;
Jae Yun KIM
;
Seok Ran YEOM
Author Information
1. Department of Anesthesia and Pain Medicine, School of Medicine, Pusan National University, Korea. hakykim@pusan.ac.kr
- Publication Type:Original Article
- Keywords:
Education;
Effectiveness;
Intern;
Repetition;
Resident;
Simulation-based training
- MeSH:
Airway Management;
Cardiopulmonary Resuscitation;
Clinical Competence;
Exercise;
Heart Massage;
Humans;
Judgment;
Learning
- From:Anesthesia and Pain Medicine
2011;6(2):195-201
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
BACKGROUND: Simulation-based training is becoming more wide-spread in clinical education because of the increased technology of patient simulators in conjunction with their increased use by many medical centers. Simulation-based training enhances the learning, clinical skills and judgment of the trainees. However, the effect of repetition of simulation-based training has not yet been evaluated. The purpose of this presentation will be to examine whether the number of experiences could have an influence on the interest of the trainee. METHODS: Simulation-based training was designed as an introductory course for new interns and residents. The training course was divided into three sessions: Airway management training, cardiac massage training and advance cardiac life support mega code training. All the trainees were divided into the new interns and residents group. The two group's performances during conducting the three sessions were monitored by video equipment. All the trainees were debriefed and given a post intervention survey to assess their satisfaction with the simulation-based training. RESULTS: A total of 110 trainees completed the survey. On a four point scale, the students rated their stimulation of interest, the usefulness of the knowledge that they learned and if they enjoyed the simulation. There were no significant differences in the effectiveness of the three sessions of simulation-based training among the groups. CONCLUSIONS: Simulation is a powerful tool to get trainees excited about applying the skills they learned in the classroom. Most trainees in both groups agreed that the exercises were a great experience helpful and exciting. We postulate that the repetition of simulation-based training will not decrease the effectiveness of the training.
