Abstract 24: Advanced Cardiac Life Support Courses: Do Live Manikins Improve Training Results?
Background: several studies have demonstrated vanishing of knowledge and skills after Advanced Cardiac Life Support courses (ACLS) even so early as after 2 weeks.
Aim: to determine if another training method could improve knowledge retention after ACLS courses.
Methods: we assessed the hypothesis that using live manikins to increase the reality of scenarios could improve knowledge retention. We measured the knowledge by theorical evaluation before course (pre-test), immediately after the course (post-test) and after 6 months (final test). For this purpose 225 consecutive providers from 15 randomized courses were included between February 2005 and October 2005. After a signed informed consent 114 providers were trained in the conventional courses and 111 were trained in the live manikin courses. All invasive procedures usually necessary during ACLS courses were done in conventional manikins to prevent harm to live manikins, however all scenarios and instructors were the same to avoid any methodological bias. The continuous variables were analyzed by Student’s t test, ANOVA and, when necessary, by nonparametric test of Kruskall-Wallis. The variables time after medical and nurse graduation and age were evaluated by linear regression. P<0.05 was used for all variables for statistical significance.
Results: by univariated analysis the use of live manikins did not affect pre-test, post-test and the final test results (p>0.1). Medical specialities did not influence test scores (p > 0.1). Medical providers who worked at hospital facilities had a better pre-test and a final test performance as compared to professionals who didn’t (p=0.03 and p=0.002 respectively). Longer time after medical and nurse graduation (more than five years) and older age were independently associated with worse results in all three tests (p<0.05).
Conclusion: the use of live manikins did not influence the knowledge retention in this group. Older age and longer periods after either medical or nurse graduation were associated with worst knowledge retention.