An innovative pedagogic course combining video and simulation to teach medical students about pediatric cardiopulmonary arrest: a prospective controlled study

Compliance by residents in pediatrics to pediatric resuscitation guidelines is low. In many French faculties, a 1-h traditional lecture is still used to educate medical students about pediatric cardiopulmonary arrest (CPA). We developed an innovative pedagogic course combining a 23-min video and 3-h...

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Bibliographic Details
Published in:European journal of pediatrics 2016-06, Vol.175 (6), p.767-774
Main Authors: Drummond, David, Arnaud, Cécile, Thouvenin, Guillaume, Guedj, Romain, Grimprel, Emmanuel, Duguet, Alexandre, de Suremain, Nathalie, Petit, Arnaud
Format: Article
Language:English
Subjects:
Cardiac arrest
Cardiopulmonary Resuscitation - education
Child
Clinical Competence - statistics & numerical data
Compliance
Heart Arrest
Humans
Knowledge
Manikins
Medical students
Medicine
Medicine & Public Health
Original Article
Pediatrics
Pediatrics - education
Practice Guidelines as Topic
Program Development - economics
Program Development - methods
Program Evaluation
Prospective Studies
Simulation
Simulation Training - economics
Simulation Training - methods
Students, Medical
Teaching
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Summary:Compliance by residents in pediatrics to pediatric resuscitation guidelines is low. In many French faculties, a 1-h traditional lecture is still used to educate medical students about pediatric cardiopulmonary arrest (CPA). We developed an innovative pedagogic course combining a 23-min video and 3-h simulation exercises to improve knowledge and skills of medical students. A prospective controlled study was conducted. Medical student knowledge was tested before, just after, and 6–12 months after the innovative course and compared to that of a cohort who attended the traditional lecture. A high-fidelity mannequin simulator simulating cardiopulmonary arrest was used to assess and compare the skills of the study and control groups. Costs of the courses were evaluated; 809 of 860 (94 %) medical students were assessed for knowledge. Six to 12 months after the courses, the median score was significantly higher for the innovative group than that for the traditional lecture group ( p  
ISSN:0340-6199
1432-1076
DOI:10.1007/s00431-016-2702-1