Theme: 9BB Simulation 1
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Flipped Learning Simulation Practice in ACLS and ATLS,a Life Saving Procedure
Authors: Sorutjanee Kanjanaprapas
Nichapa Tanakullert
Boonyarat Warachit
Institutions: Hayai Hospital - Emergency department - Hatyai - Thailand
 
Background

          
              Teaching procedural skills comprise of non- patient cycle practice both in knowledge and skill . However , in some skills that are very crucial because it means  live or death to the patient such as advanced cardiac life support (ACLS) and advanced trauma life support (ATLS) , practice must be far beyond simple checklist.                                                          

   

Summary of Work

              Sixth year medical students at Hatyai Hospital were assigned to self review simulation scenario from VDO before simulation practice in class .In ACLS scenario one medical student was assigned to be a doctor , three medical students will be nurses in CPR team . In ATLS scenario one medical student will be emergency physician , another two will be nurses in a team. The rest will closely observe and feedback to a team ,then medical teacher will emphasize critical errors. Satisfaction score was evaluated using 1-5 rating scale.

Summary of Results

              Forty four medical students participated in ACLS and thirty eight participated in ATLS. Mean satisfaction score for ACLS was 4.70 and 4.58 in ATLS. The participants were satisfied with this kind of flipped learning and asked for much more scenario for further practice .

 

 

                

Conclusion

           

               Simulation - based training in simulated environment is valuable means of teaching high risk procedure , it can emphasize and correct critical errors to improve patient safety. 

 

Take-home Messages

            This simulation practice should be done  and it could be Interprofessional education to practice team working skill.

 

Acknowledgement

        

Background

                 ACLS and ATLS are very crucial parts of medical practice. We provided the lectures and skill practices with manikin for fifth year students. They will have another review session in sixth year.In this final year,the students have some experience of ACLS and ATLS.

                In the past, I started  the class with 1.5 hour lecture , followed by 1.5 hour practice. I noticed that after 1.5 hour lecture, some students lost of their attention, some of them fell sleep.

                   So, last year I used  flipped  learning simulation  practice in ACLS and ATLS.  

Summary of Work

summary of work

Sixth year medical student in academic year 2014 were enrolled 

In this flipped learning.

1) I deliver the contents such as ACLS and ATLS guidelines and scenarios to the students 1 week in advance using video.

                             

 

2) I remind them by instant text message regarding their task in the coming class.

3) In the ACLS class ,  one medical student was assigned to be a doctor , three medical students will be nurses in CPR team .

   In ATLS , one medical student will be emergency physician , another two will be nurses in a team

 

4)  the students practice their role in the scenario, their classmates were asked to give feedback .Then the teacher give some additional advices and suggestions.

 

5) At the end of the class, The teacher answered the question, discussed about common pitfall and summarized.

Summary of Results

The results of the study were reported in 2 groups: ACLS and ATLS. 

The mean satisfaction score of ACLS was  4.7/5.0 and ATLS was  4.6/5.0.

Most students gave the feedback that watching video in advance helping them to understand and be able to pratice ATLS and ACLS .They  asked for much more scenario for further practice and suggest that this session should be continued.

 

Conclusion

                   The medical students were satisfied with flipped classroom that can emphasize and correct the critical errors to improve patient safety. 

Take-home Messages

                  This simmulation practice is highly reccommend and it could be applied in an Interprofessional education to practice team work skills. 

Acknowledgement
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