Royal College Emergency Medicine Residency Program, McGill University, Montreal, QC, Canada; McGill Centre for Medical Education, Montreal, QC, Canada; Department of Emergency Medicine, University of Calgary Faculty of Medicine, Calgary, AB, Canada.
Royal College Emergency Medicine Residency Program, McGill University, Montreal, QC, Canada.
Resuscitation. 2015 Mar;88:6-11. doi: 10.1016/j.resuscitation.2014.12.003. Epub 2014 Dec 13.
Healthcare providers demonstrate limited retention of knowledge and skills in the months following completion of a resuscitation course. Resuscitation courses are typically taught in a massed format (over 1-2 days) however studies in education psychology have suggested that spacing training may result in improved learning and retention. Our study explored the impact of spaced instruction compared to traditional massed instruction on learner knowledge and pediatric resuscitation skills.
Medical students completed a pediatric resuscitation course in either a spaced or massed format. Four weeks following course completion students completed a knowledge exam and blinded observers used expert-developed checklists to assess student performance of three skills (bag-valve mask ventilation (BVMV), intra-osseous insertion (IOI) and chest compressions (CC)).
Forty-five out of 48 students completed the study protocol. Students in both groups had similar scores on the knowledge exam spaced: (37.8±6.1) vs. massed (34.3±7.6)(p<0.09) and overall global rating scale scores for IOI, BVMV and CC; however students in the spaced group also performed critical procedural elements more frequently than those in the massed training group
Learner knowledge and performance of procedural skills in pediatric resuscitation taught in a spaced format is at least as good as learning in a massed format. Procedures learned in a spaced format may result in better retention of skills when compared to massed training.
医疗保健提供者在完成复苏课程后的几个月内，表现出对知识和技能的有限保留。复苏课程通常以集中式（1-2 天）的形式教授，但教育心理学的研究表明，间隔式培训可能会导致更好的学习和保留。我们的研究探讨了间隔式指导与传统集中式指导对学习者知识和儿科复苏技能的影响。
医学生以间隔式或集中式完成儿科复苏课程。在课程完成后的四周，学生完成了知识考试，并且由经过专业培训的观察员使用专家制定的检查表评估学生的三项技能（BVMV、IOI 和 CC）表现。
48 名学生中有 45 名完成了研究方案。在知识考试中，两组学生的得分相似：间隔组（37.8±6.1）与集中组（34.3±7.6）（p<0.09），并且 IOI、BVMV 和 CC 的整体全球评分量表得分也相似；然而，在间隔组的学生比在集中组的学生更频繁地执行关键程序要素。
以间隔式形式教授的儿科复苏中学习者的知识和程序性技能的学习至少与集中式学习一样好。与集中式培训相比，间隔式学习的程序可能会导致技能保留更好。
