ABSTRACT
BACKGROUND: The success in learning of emergency depends on many factors that can be summarized as: student, instructors and course. OBJECTIVE: To evaluate the influence of financial subsidy and venue of course in learning cardiovascular emergency. METHODS: Data were analyzed regarding the courses of Advanced Cardiac Life Support (ACLS) in the period from December 2005 to December 2006. In agreement with the financial subsidy, they were divided in: group 1 - integral subsidy; group 2 - subsidy of 50%; and group 3 - without subsidy. As for the venue of the course, they were divided in: locality A - study in city with> 1 million inhabitants; and locality B - study in city with <1 million inhabitants. The practical and theoretical approval and the theoretical average were compared. RESULTS: 819 students participated in ACLS: 199 (24%) in group 1, 122 (15%) in 2 and 498 (61%) in 3. The practical and theoretical approval and the average in the theoretical exam were greater in group 3 than in other groups (p <0.05). Four hundred and eighty two (482) took the course in venue A (59%) and 337 (41%) in venue B. The practical approval was similar for both groups (p = 0.33), however the theoretical approval was greater in venue A (73% vs. 65% - p = 0.021 - OR = 1.44 and IC: 1.05 - 1.97). The theoretical average was greater in venue A (87.1 +/- 10.4 and 86 +/- 11, respectively p <0.05). CONCLUSION: The financial subsidy and venue of the course had influence in the theoretical and practical approval.
Subject(s)
Advanced Cardiac Life Support/education , Education, Medical, Continuing/economics , Educational Measurement/methods , Financial Support , Health Personnel/education , Learning , Advanced Cardiac Life Support/economics , Education, Medical, Continuing/standards , Education, Nursing, Continuing , Emergency Medicine , Female , Humans , Male , Practice, Psychological , Retention, Psychology , Teaching/methodsABSTRACT
FUNDAMENTO: O sucesso no aprendizado da emergência depende de muitos fatores que podem ser resumidos como: aluno, instrutores e curso. OBJETIVO: Avaliar a influência do subsídio financeiro e do local da realização do curso no aprendizado da emergência cardiovascular. MÉTODOS: Analisaram-se dados referentes aos cursos de Suporte Avançado de Vida em Cardiologia (ACLS) no período de dezembro de 2005 a dezembro de 2006. De acordo com o subsídio financeiro, foram divididos em: grupo 1 - subsídio integral; grupo 2 - subsídio de 50 por cento; e grupo 3 - sem subsídio. Quanto ao local do curso, foram divididos em: local A - curso em cidade com > 1 milhão de habitantes; e local B - curso em cidade com < 1 milhão de habitantes. Compararam-se a aprovação prática e teórica e a média teórica. RESULTADOS: Participaram do ACLS 819 alunos: 199 (24 por cento) no grupo 1, 122 (15 por cento) no 2 e 498 (61 por cento) no 3. A aprovação prática e teórica e a média na prova teórica foram maiores no grupo 3 que nos demais grupos (p<0,05). Quatrocentos e oitenta e dois fizeram o curso no local A (59 por cento) e 337 (41 por cento) no local B. A aprovação prática foi semelhante para ambos os grupos (p = 0,33), entretanto a aprovação teórica foi maior no local A (73 por cento vs. 65 por cento - p = 0,021 - OR = 1,44 e IC: 1,05 - 1,97). A média teórica foi maior no local A (87,1 ± 10,4 e 86 ± 11, respectivamente p<0,05). CONCLUSÃO: O subsídio financeiro e o local da realização do curso influenciaram na aprovação teórica e prática.
BACKGROUND: The success in learning of emergency depends on many factors that can be summarized as: student, instructors and course. OBJECTIVE: To evaluate the influence of financial subsidy and venue of course in learning cardiovascular emergency. METHODS: Data were analyzed regarding the courses of Advanced Cardiac Life Support (ACLS) in the period from December 2005 to December 2006. In agreement with the financial subsidy, they were divided in: group 1 - integral subsidy; group 2 - subsidy of 50 percent; and group 3 - without subsidy. As for the venue of the course, they were divided in: locality A - study in city with> 1 million inhabitants; and locality B - study in city with <1 million inhabitants. The practical and theoretical approval and the theoretical average were compared. RESULTS: 819 students participated in ACLS: 199 (24 percent) in group 1, 122 (15 percent) in 2 and 498 (61 percent) in 3. The practical and theoretical approval and the average in the theoretical exam were greater in group 3 than in other groups (p <0.05). Four hundred and eighty two (482) took the course in venue A (59 percent) and 337 (41 percent) in venue B. The practical approval was similar for both groups (p = 0.33), however the theoretical approval was greater in venue A (73 percent vs. 65 percent - p = 0.021 - OR = 1.44 and IC: 1.05 - 1.97). The theoretical average was greater in venue A (87.1 ± 10.4 and 86 ± 11, respectively p <0.05). CONCLUSION: The financial subsidy and venue of the course had influence in the theoretical and practical approval.
Subject(s)
Female , Humans , Male , Advanced Cardiac Life Support/education , Education, Medical, Continuing/economics , Educational Measurement/methods , Financial Support , Health Personnel/education , Learning , Advanced Cardiac Life Support/economics , Education, Nursing, Continuing , Emergency Medicine , Education, Medical, Continuing/standards , Practice, Psychological , Retention, Psychology , Teaching/methodsABSTRACT
PRIMARY OBJECTIVE: To determine whether using live actors to increase the reality of the scenario improves knowledge retention in Advanced Cardiac Life Support (ACLS) Courses. MAIN SECONDARY OBJECTIVES: To determine the effects of age, time since graduation from nursing or medicine, sex, medical specialty, and workplace in knowledge retention. METHODS: From December 2004 to October 2005, 19 selected ACLS courses were divided at random in two groups: group A (ACLS courses with conventional manikins plus live actors) and group B (ACLS courses with conventional manikins). The live actors vocalized appropriately to create more realistic scenarios. The participants' relevant theoretical knowledge was assessed before the course (pre-test), immediately after the course (post-test), and 6 months after the course (final-test). RESULTS: Four hundred and thirty-five participants were recruited and allocated at random allocated to either group A or B. Overall, the data of 225 participants (51.7%; 111 in group A and 114 in group B) who completed the entire sequence of pre-, post-, and final-tests were analysed. On univariate analysis, the use of live actors, workplace, gender, and healthcare provider profession did not affect pre-, post-, and final-test results (p>0.1). The results in all three tests correlated negatively with time since medical or nursing graduation (95% C.I. -0.53 to -0.17, -0.43 to -0.2, and -0.42 to -0.11, respectively, p<0.05) and age (and 95% C.I. -0.56 to -0.21, -0.42 to -0.2, and -0.38 to -0.07, respectively, p<0.05). CONCLUSION: The use of live actors did not affect knowledge retention in this group. Older age and a longer period since graduation were associated with the worst scores and the lowest levels of knowledge retention.
