Miotto Heberth C, Couto Braulio R G M, Goulart Eugenio M A, Amaral Carlos Faria Santos, Moreira Maria da Consolacao V
School of Medicine, Federal University of Minas Gerais, Belo Horizonte, Brazil.
Resuscitation. 2008 Feb;76(2):244-8. doi: 10.1016/j.resuscitation.2007.07.031. Epub 2007 Sep 5.
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.
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).
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).
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.
确定在高级心脏生命支持（ACLS）课程中使用真人演员来增强场景的真实感是否能提高知识保留率。主要次要目标：确定年龄、护理或医学专业毕业时间、性别、医学专业以及工作场所对知识保留率的影响。
2004年12月至2005年10月，19个选定的ACLS课程被随机分为两组：A组（使用传统人体模型加真人演员的ACLS课程）和B组（使用传统人体模型的ACLS课程）。真人演员进行适当发声以营造更逼真的场景。在课程开始前（预测试）、课程结束后立即（后测试）以及课程结束6个月后（最终测试）对参与者的相关理论知识进行评估。
招募了435名参与者并随机分配到A组或B组。总体而言，分析了225名完成了预测试、后测试和最终测试整个流程的参与者的数据（51.7%；A组111人，B组114人）。单因素分析显示，使用真人演员、工作场所、性别和医疗保健提供者职业对预测试、后测试和最终测试结果没有影响（p>0.1）。所有三项测试的结果均与医学或护理专业毕业时间呈负相关（95%置信区间分别为-0.53至-0.17、-0.43至-0.2和-0.42至-0.11，p<0.05），与年龄也呈负相关（95%置信区间分别为-0.56至-0.21、-0.42至-0.2和-0.38至-0.07，p<0.05）。
在该组中，使用真人演员并未影响知识保留率。年龄较大和毕业时间较长与最差的分数和最低的知识保留水平相关。
