Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance.

摘要: Medical Education 2010: 44: 1006–1015 Objectives  Advanced cardiac life support (ACLS) skills tend to degrade over time. There is mounting evidence that high-fidelity simulation (HFS) advantageous teaching ACLS. The aspects of HFS enhance learning are not entirely clear, but the anxiety generated by a scenario may retention through well-established pathways. We sought determine whether an with added emotional stress could provoke and, if so, or participants ACLS would demonstrate better written and applied knowledge 6 months after their initial course. Methods  Twenty-five student volunteers from Year 1 2 at Mount Sinai School Medicine were randomly assigned control group content (EC) for sudden death management course. All subjects monitored heart rate assessed using State-Trait Anxiety Inventory. Control experienced in which actors scripted add stress, whereas EC exposed emotionally charged environment same actors. Results  Participants across two groups well matched resting rates, baseline prior knowledge. greater than controls (mean state score: 35.0 versus 28.2 [p < 0.05]; average [HR]: 94.6 bpm 72.9 bpm maximum HR: 120.8 bpm 95.3 bpm [p < 0.05]). Six months later, test scores similar, achieved higher practical competency examination (‘mega code’) (32.5 25.0; p < 0.05). Independent t-tests Spearman rank coefficients employed where applicable. Conclusions  Simulation stressors led during instruction correlated enhanced performance this quantitative qualitative values need further exploration, these represent important variables simulation-based education.