Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2022;100(7):491-496.

Skill retention following simulation learning in acute coronary syndrome versus cardiac arrest

Hanen Ghazali, Islem Ouaness, Khedija Zaouch, Rym Hamed, Ines Chermiti, Hela Manai

Skill retention following simulation learning in acute coronary syndrome versus cardiac arrest

Hanen Ghazali et al. Tunis Med. 2022.

Abstract

Background: The acquisition skills in pathologies involving life prognosis is often problematic for young family medicine (MF). Simulation learning seems to be the technique of choice. Few studies have studied the maintenance of skills acquired in simulation.

Aim: Study the retention of skills acquired in simulation learning from a distance of simulation learning.

Methods: Prospective randomized study. Inclusion of MF working in emergency departments. Theoretical training on the management of cardiac arrest (ACR) and acute coronary syndrome with ST segment elevation (ACS). Randomization into 2 groups to receive simulation training to manage ACR (ACR group) or ACS (ACS group). Evaluation of the groups by a common scenario. at T0 (the day of the simulation) and at T1 (1 month after). Study of the evolution of grades between T0 and T1.

Results: Inclusion ACR group: T0 (n = 19), T1 (n = 13), ACS group: T0 (n = 14), T1 (n = 9). At T0, the participants trained on a simulator had significantly better results than those of the control group (14.92 ± 2 (ACR group) vs. 7.51± 3.37 (ACS group), p <0.001 for the ACR scenario and 11 ± 2 (ACR group) vs. 13± 2 (ACS group), p = 0.03 for the ACS scenario. The ACS group maintained its knowledge at T1 for the ACS scenario. For the ACR group, a significant drop in scores in T1 for the ACR scenario was noted.

Conclusion: Our study confirms the educational benefit of simulator training. This benefit is maintained only for the ACS.

PubMed Disclaimer

Figures

None
Figure1 : Diagramme d’inclusion de l’étude
MG: Moyenne générale
None
Figure 2 : Analyse des moyennes dupré-test et du post-test en fonction de chaque groupe
See this image and copyright information in PMC

References

    1. Okuda Yasuharu, Bryson Ethan O, Demaria Samuel J, Jacobson Lisa, Quinones Joshua, Shen Bing, Levine Adam I. Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine. 4. Vol. 76. Wiley; 2009. The Utility of Simulation in Medical Education: What Is the Evidence? pp. 330–343. - PubMed
    1. McGaghie William C, Issenberg S Barry, Petrusa Emil R, Scalese Ross J. Medical education. 1. Vol. 44. Wiley Online Library; 2010. A critical review of simulation-based medical education research: 2003-2009; pp. 50–63. - PubMed
    1. Ammirati C, Amsallem C, Gignon M. Les techniques modernes en pédagogie appliquée aux gestes et soins d’urgences. Ann Fr Med Urg. 2010;61(3):693–707.
    1. Cook David A, Hatala Rose, Brydges Ryan, Zendejas Benjamin, Szostek Jason H, Wang Amy T, Erwin Patricia J, Hamstra Stanley J. Jama. 9. Vol. 306. American Medical Association; 2011. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis; pp. 978–988. - PubMed
    1. Cook David A. Simulation in Healthcare. 1. Vol. 5. LWW; 2010. One drop at a time: research to advance the science of simulation; pp. 1–4. - PubMed