The effectiveness of the Escape Room as an educational methodology in the Infarction Code.

OBJECTIVE: To evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code. METHODS: A pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master's degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed. RESULTS: Thirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups. CONCLUSIONS: The nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master's degree students. Medical professionals experienced a greater degree of immersion in the activity.

Comparación en la adquisición y retención de competencias en soporte vital entre formación uni o interdisciplinar. Estudio cuasiexperimental / Comparison between unidisciplinary or interdisciplinary acquisition of competencies in basic life support. Quasi-experimental study

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Standard basic life support training of the European Resuscitation Council versus blended training: a randomized trial of a new teaching method. / Estudio experimental aleatorizado de innovación docente que compara metodología mixta frente a presencial para la formación en soporte vital básico estándar del European Resuscitation Council.

OBJECTIVES: To evaluate the immediate and 9-month results of blended versus standard training in basic life support and the use of an automatic external defibrillator (BLS/AED). MATERIAL AND METHODS: Randomized trial comparing the results of standard BLS/AED training to blended training. The control group received 4 hours of standard instruction from a trainer and the experimental blended-training group received 2 hours of virtual training and 2 hours of in-person instruction. RESULTS: Eighty-nine students participated, 45 in the control group and 44 in the experimental group. The controls achieved better mean (SD) knowledge scores immediately after training (8.6 [0.9] vs 8.0 [1.14] in the experimental group, P=.013). The blended training group scored better on certain skill markers (hands-off time in seconds and compressions followed by complete chest recoil). Participant knowledge had decreased at 9 months without significant between-group differences. Overall, retention fell from a score of 8.31 (1.1) to 6.04 (1.6) (P=.001) in 9 months and the loss was similar in the 2 groups. No differences in practical skills between the groups were observed at the end of the course or 9 months later. CONCLUSION: The blended training method led to better results on some skill items.

OBJETIVO: Evaluar los resultados de la formación mixta frente a la presencial en un curso de soporte vital básico/desfibrilador externo automático (SVB/DEA), así como su retención a los 9 meses. METODO: Estudio experimental aleatorizado que compara los resultados de la formación en SVB/DEA entre un grupo control (GC) que recibió formación presencial de 4 horas frente a un grupo experimental (GE) que recibió formación en metodología mixta: 2 horas virtuales y 2 horas presenciales. RESULTADOS: Participaron 89 alumnos (45 del GC y 44 del GE). Después de la formación, el GC obtuvo mejores puntuaciones en conocimientos [8,6 (DE 0,9) frente a 8,0 (DE 1,14), p = 0,013]. El GE obtuvo mejores puntuaciones en las habilidades del tiempo en segundos de "hands off" y en el porcentaje de la rexpansión completa del tórax. Los conocimientos decaen a los 9 meses, pero sin diferencias entre los dos grupos. La retención global baja de 8,31 (DE 1,1) a 6,04 (DE 1,6) (p = 0,001), en 9 meses, pero de forma similar en ambos grupos. En las habilidades prácticas no hubo diferencias entre los dos grupos ni al finalizar el curso ni a los 9 meses. CONCLUSIONES: Con la metodología virtual se obtienen mejores resultados en algunos parámetros de las habilidades.

Percepción de los profesionales sanitarios del Hospital Sant Llorenç de Viladecans sobre sus conocimientos y habilidades en reanimación cardiopulmonar / Self-perceived knowledge of and skills in cardiopulmonary resuscitation among health professionals in the Sant Llorenç de Viladecans Hospital (Spain)

Objetivo. Conocer la información de los profesionales sanitarios del Hospital Sant Llorenç de Viladecans (Barcelona) sobre la organización y protocolo de reanimación cardiopulmonar (RCP) del hospital, así como de la percepción de sus conocimientos y habilidades en RCP. Métodos. En febrero de 2004 se realizó una encuesta anónima dirigida a los 267 profesionales sanitarios (médicos, enfermería y auxiliares de enfermería) que inquiría principalmente sobre su información sobre la organización y protocolo de la RCP, la opinión sobre su enseñanza y una autoevaluación puntuada en una escala de 0 ("ningún conocimiento") a 10 ("conocimiento óptimo") de los conocimientos y habilidades en los procedimientos y técnicas de RCP básica y avanzada. Resultados. Se recogieron 153 encuestas (57,3% del personal sanitario), de las que 76 (49,7%) eran de enfermería, 40 (26,1%) de médicos y 37 (24,2%) de auxiliares de enfermería. Un total de 129 (84,4%) encuestados afirmaba que debería existir un equipo de RCP, 146 (96,1%) reclamaban enseñanza periódica obligatoria y 101 (66%) conocían el protocolo de RCP del hospital. La percepción de conocimientos globales medios en RCP fue de 6,76 para enfermería, 5,99 para médicos y 3,05 para auxiliares de enfermería. Conclusiones. La encuesta refleja una gran sensibilización sobre la enseñanza y la organización de la RCP en el hospital, y una regular y heterogénea percepción de conocimientos y habilidades

Objective. To identify knowledge of the cardiopulmonary resuscitation (CPR) protocol and the center's organization among health professionals in the Hospital Sant Llorenç de Viladecans (Barcelona), as well as self-perceived knowledge of and skills in CPR. Methods. We performed a descriptive, cross sectional study in February 2004 through an anonymous questionnaire aimed at all the center's 267 health professionals (physicians, nurses and nurses' aids). Staff were mainly questioned about their knowledge of the center's CPR organization and protocol and their opinion of their training; they were also asked to rate their knowledge of and skills in basic and advanced CPR procedures and techniques on a scale from 0 (no knowledge) to 10 (excellent knowledge). Results. There were 153 questionnaires (57.3% of medical staff) corresponding to 76 nurses (49.5%), 40 physicians (26.1%) and 37 nurses' aides (24.2%). A total of 129 staff members (84.4%) reported there should be a CPR team and 146 (96.1%) believed there should be compulsory periodic training. One hundred one staff members (66%) knew the hospital's CPR protocol. The mean self-rated scores for overall knowledge of CPR were 6.76 among nurses, 5.99 among physicians and 3.05 among nurses' aides. Conclusions. The survey reflects a high degree of awareness of training in and organization of CPR in the hospital and average and heterogeneous perception of knowledge and sk