Évaluation d'un programme d'enseignement innovant associant film pédagogique et ateliers de simulation pour la formation à l'arrêt cardiaque de l'enfant des étudiants hospitaliers
Year: 2014
Type: dissertation
Study design: Clinical Trial
Abstract: In many French medical universities, pediatric cardiopulmonary arrest (pCPA) is often taught to medical students in one-hour traditional lecture. We developed an innovative pedagogic course combining a 23-minute video and 3 hours of simulation exercises that may improve knowledge and skills of medical students. - Methods: students’ knowledge of pCPA was tested before, just after, and 6-12 months after the innovative course and compared to those of a previous cohort who attended the traditional lecture. Students’ skills were assessed on a high-fidelity mannequin simulator that developed a cardiopulmonary arrest, and were compared to a control group who had no intervention. - Main outcome measures: Student's knowledge was assessed by a multiple choice questionnaire. The parameters for testing skills were the steps and the sequence of resuscitation, the time to initiate compression and ventilation, and no-flow and no-blow fractions. - Results: 809 of 860 (94%) medical students were assessed for knowledge. 6-12 months after the courses, the median score was significantly higher for the innovative group than for the traditional lecture group (p<0.001). A subgroup of 69 students was assessed for skills. The innovative group scored higher on the sequence score than the control group (p<0.01), but no differences were observed for time to ventilation, no-flow and no-blow fractions. - Conclusion: Combination of video and simulation allows better retention of knowledge than a traditional lecture. To improve future medical students’ skills, medical universities should highlight the importance of minimizing “no blow” and “no flow” fraction on equal basis.
Source: HAL
Author: David Drummond
Institution: Université Paris Descartes
Language: French
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2232287238