Department of Pharmacy Practice and Science, University of Kentucky College of Pharmacy, 789 South Limestone Street, Lexington, Kentucky, USA.
Am J Pharm Educ. 2010 Mar 10;74(2):22. doi: 10.5688/aj740222.
To design and implement an advanced cardiac life support (ACLS) workshop featuring a human patient simulator (HPS) for third-year pharmacy students.
The ACLS workshop consisted of a pre-session lecture, a calculation exercise, and a 40-minute ACLS session using an HPS. Twenty-four 5-member teams of students were assigned roles on a code team and participated in a ventricular fibrillation/pulseless ventricular tachycardia case.
Students completed an anonymous postactivity survey instrument and knowledge quiz. Most students who completed the ACLS workshop agreed they would like to participate in additional simulation activities and that the HPS experience enhanced their understanding of ACLS and the pharmacist responsibilities during an ACLS event (99.2% and 98.3%, respectively). However, the median score on the knowledge-based questions was 25%.
Pharmacy students agreed HPS enhanced their learning experience; however, their retention of the knowledge learned was not consistent with the perceived benefits of HPS to education.
为三年级药学学生设计并实施一个以人类患者模拟器（HPS）为特色的高级心脏生命支持（ACLS）研讨会。
ACLS 研讨会包括会前讲座、计算练习以及使用 HPS 进行 40 分钟的 ACLS 课程。24 个 5 人学生小组被分配到一个代码团队中的角色，并参与了心室颤动/无脉性室性心动过速病例。
学生完成了一份匿名的活动后调查工具和知识测验。大多数完成 ACLS 研讨会的学生都同意他们希望参加更多的模拟活动，并且 HPS 体验增强了他们对 ACLS 的理解以及在 ACLS 事件中药剂师的职责（分别为 99.2%和 98.3%）。然而，基于知识的问题的中位数得分是 25%。
药学学生认为 HPS 增强了他们的学习体验；然而，他们对所学知识的保留与 HPS 对教育的预期益处不一致。
