Teaching basic life support for medical students: Assessment of learning and knowledge retention.

Autor:	Silva NLC; Specialist in Health Systems and Services Management, Secretary of State for Health of Minas Gerais, Brazil., de Melo MDCB; Department of Pediatrics, Member of Health Technology Center and Telehealth Center, Coordinator of Simulation Center, Faculty of Medicine at Universidade Federal de Minas Gerais, Brazil., Liu PMF; Department of Pediatrics, Subcoordinator of Simulation Center, Faculty of Medicine, Universidade Federal de Minas Gerais, Brazil., Campos JPR; Palliative Care Specialist, Hospital Felício Rocho, Minas Gerais State, Brazil., Arruda MA; General Practitioner, General Practitioner Health Center of the City Hall of Belo Horizonte, Minas Gerais State, Brazil.
Jazyk:	angličtina
Zdroj:	Journal of education and health promotion [J Educ Health Promot] 2023 Jun 30; Vol. 12, pp. 218. Date of Electronic Publication: 2023 Jun 30 (Print Publication: 2023).
DOI:	10.4103/jehp.jehp_1045_22
Abstrakt:	Background: Education mediated by simulation is a widely used method for teaching basic life support (BLS). The American Heart Association recommends protocols based on scientific evidence to reduce sequelae and mortality. We aimed to assess learning and retention of knowledge of BLS in students of the first semester of the medical course using teaching methods of dialogic expository class (group 1), expository and demonstrative class (group 2), and the two previous methodologies associated with simulated practice (group 3), and after 3 months, memory retention. Materials and Methods: This was an experimental, prospective, randomized study. Participants were assessed in terms of performance in theoretical and simulated practical tests, satisfaction with training (Likert scale), and knowledge retention. Results: The practical test results were analyzed by two experienced observers. Students had 20% progression in knowledge and 80% retention of knowledge after 3 months of exposure comparing the theoretical pre- and posttest. The students in group 3 performed better than the others ( P = 0.007) in the posttest. With the simulated practice, the knowledge acquired was maintained after 3 months with a mean performance of 90%, but in the test of the infant age group, there was a loss of learning retention by 10%. There was no difference of the results between the two evaluators ( P < 0.001). The training was positively assessed by the participants. Conclusion: The use of different methodologies promoted knowledge progression, with emphasis on simulated practice. Learning retention was maintained after 3 months. In order to teach BLS to infants, it may be necessary to improve teaching techniques. Competing Interests: There are no conflicts of interest. (Copyright: © 2023 Journal of Education and Health Promotion.)
Databáze:	MEDLINE
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