Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-24T02:24:37.807Z Has data issue: false hasContentIssue false

LO38: Does spaced instructional design result in improved retention of pediatric resuscitation skills? A randomized education study

Published online by Cambridge University Press:  11 May 2018

C. Patocka*
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
A. Cheng
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
M. Sibbald
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
J. Duff
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
A. Lai
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
P. Lee-Nobbee
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
H. Levin
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
T. Varshney
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
B. Weber
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
T. Abedin
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
F. Bhanji
Affiliation:
University of Calgary Cumming School of Medicine, Department of Emergency Medicine, Calgary, AB
*
*Corresponding author

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Introduction: Survival from cardiac arrest has been linked to the quality of resuscitation care. Unfortunately, healthcare providers frequently underperform in these critical scenarios, with a well-documented deterioration in skills weeks to months following advanced life support courses. Improving initial training and preventing decay in knowledge and skills are a priority in resuscitation education. The spacing effect has repeatedly been shown to have an impact on learning and retention. Despite its potential advantages, the spacing effect has seldom been applied to organized education training or complex motor skill learning where it has the potential to make a significant impact. The purpose of this study was to determine if a resuscitation course taught in a spaced format compared to the usual massed instruction results in improved retention of procedural skills. Methods: EMS providers (Paramedics and Emergency Medical Technicians (EMT)) were block randomized to receive a Pediatric Advanced Life Support (PALS) course in either a spaced format (four 210-minute weekly sessions) or a massed format (two sequential 7-hour days). Blinded observers used expert-developed 4-point global rating scales to assess video recordings of each learner performing various resuscitation skills before, after and 3-months following course completion. Primary outcomes were performance on infant bag-valve-mask ventilation (BVMV), intraosseous (IO) insertion, infant intubation, infant and adult chest compressions. Results: Forty-eight of 50 participants completed the study protocol (26 spaced and 22 massed). There was no significant difference between the two groups on testing before and immediately after the course. 3-months following course completion participants in the spaced cohort scored higher overall for BVMV (2.2 ± 0.13 versus 1.8 ± 0.14, p=0.012) without statistically significant difference in scores for IO insertion (3.0 ± 0.13 versus 2.7± 0.13, p= 0.052), intubation (2.7± 0.13 versus 2.5 ± 0.14, p=0.249), infant compressions (2.5± 0.28 versus 2.5± 0.31, p=0.831) and adult compressions (2.3± 0.24 versus 2.2± 0.26, p=0.728) Conclusion: Procedural skills taught in a spaced format result in at least as good learning as the traditional massed format; more complex skills taught in a spaced format may result in better long term retention when compared to traditional massed training as there was a clear difference in BVMV and trend toward a difference in IO insertion.

Type
Oral Presentations
Copyright
Copyright © Canadian Association of Emergency Physicians 2018