Basic life support skills training in a first year medical curriculum:: six years' experience with two cognitive-constructivist designs

被引:12
作者
Durak, Halil Ibrahim [1 ]
Certug, Agah
Caliskan, Ayhan
Van Dalen, Jan
机构
[1] Ege Univ Fac Med, Tip Egitimi AD, TR-35100 Bornova, Turkey
[2] Univ Maastricht, Maastricht, Netherlands
关键词
D O I
10.1080/01421590600617657
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Rationale: Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive - constructivist training models for the BLS skills in the first year of medical curriculum. Method: A BLS skills training module was implemented in the first year curriculum in the course of 6 years ( 1997 - 2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Results: Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0 - 2.2%). The students were highly satisfied with the module during the 6 years. Conclusion: In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12 - 20 hours long practical sessions took place in groups of 12 - 17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive - constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.
引用
收藏
页码:E49 / E58
页数:10
相关论文
共 34 条
[31]   Teaching and assessing clinical skills: A competency-based programme in China [J].
Stillman, PL ;
Wang, YD ;
Qin, OY ;
Zhang, SH ;
Yan, YF ;
Sawyer, WD .
MEDICAL EDUCATION, 1997, 31 (01) :33-40
[32]   Educational Commission for Foreign Medical Graduates: lessons learned in a high-stakes, high-volume medical performance examination [J].
Whelan, GP .
MEDICAL TEACHER, 2000, 22 (03) :293-296
[33]   Standard setting in an objective structured clinical examination: use of global ratings of borderline performance to determine the passing score [J].
Wilkinson, T ;
Newble, DI ;
Frampton, CM .
MEDICAL EDUCATION, 2001, 35 (11) :1043-1049
[34]   The medical skills centre at the University of Calgary Medical School [J].
Wilson, DB ;
Jennett, PA .
MEDICAL EDUCATION, 1997, 31 (01) :45-48