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Simulation Technology enhances Doctor of Pharmacy candidates’ retention of rhythms and medications used in advanced cardiac life support

Anthony E Dargush, Eric W Jorczak, Robert J Shapiro, Sachin A Shah

Abstract

Aims: Simulation technology is currently being employed to enhance traditional didactic teaching in both nursing and medicine. We plan to assess the difference between simulation-based and didactic-based methods when teaching Advanced Cardiac Life Support to Doctor of Pharmacy candidates.

Methods: A prospective, parallel designed study comparing didactic lecture with written scenarios versus didactic lecture plus simulation-based scenarios. Both groups completed a one-hundred point examination two weeks prior to lecture, immediately after lecture, and two weeks post lecture to assess material retention.

Results: Twenty-one subjects were enrolled and participated in the study. The immediate post-lecture assessment average score for the didactic and simulation group was 80.2±12 and 85.6±8 respectively (p=0.262). Retention test scores differed significantly in favour of the simulation group versus didactic group (79.6 and 64.8 respectively; p=0.031).

Conclusions: The use of simulation based training in addition to traditional didactic lecture significantly improves students’ retention of Advanced Cardiac Life Support rhythms and medications. 


Keywords

Simulation, Pharmacy, ACLS


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References

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