Silva Nara Lúcia de Carvalho, de Melo Maria do Carmo Barros, Liu Priscila Menezes Ferri, Campos João Paulo Ramos, Arruda Marina de Abreu
Specialist in Health Systems and Services Management, Secretary of State for Health of Minas Gerais, Brazil.
Department of Pediatrics, Member of Health Technology Center and Telehealth Center, Coordinator of Simulation Center, Faculty of Medicine at Universidade Federal de Minas Gerais, Brazil.
J Educ Health Promot. 2023 Jun 30;12:218. doi: 10.4103/jehp.jehp_1045_22. eCollection 2023.
Education mediated by simulation is a widely used method for teaching basic life support (BLS). The American Heart Association recommends protocols based on scientific evidence to reduce sequelae and mortality. We aimed to assess learning and retention of knowledge of BLS in students of the first semester of the medical course using teaching methods of dialogic expository class (group 1), expository and demonstrative class (group 2), and the two previous methodologies associated with simulated practice (group 3), and after 3 months, memory retention.
This was an experimental, prospective, randomized study. Participants were assessed in terms of performance in theoretical and simulated practical tests, satisfaction with training (Likert scale), and knowledge retention.
The practical test results were analyzed by two experienced observers. Students had 20% progression in knowledge and 80% retention of knowledge after 3 months of exposure comparing the theoretical pre- and posttest. The students in group 3 performed better than the others ( = 0.007) in the posttest. With the simulated practice, the knowledge acquired was maintained after 3 months with a mean performance of 90%, but in the test of the infant age group, there was a loss of learning retention by 10%. There was no difference of the results between the two evaluators ( < 0.001). The training was positively assessed by the participants.
The use of different methodologies promoted knowledge progression, with emphasis on simulated practice. Learning retention was maintained after 3 months. In order to teach BLS to infants, it may be necessary to improve teaching techniques.
模拟介导的教育是一种广泛用于基础生命支持（BLS）教学的方法。美国心脏协会推荐基于科学证据的方案以减少后遗症和死亡率。我们旨在评估采用对话式讲解课教学方法（第1组）、讲解与示范教学法（第2组）以及将前两种方法与模拟实践相结合的教学法（第3组）对医学课程第一学期学生进行BLS知识的学习和记忆情况，并在3个月后评估知识保留情况。
这是一项实验性、前瞻性、随机研究。参与者在理论和模拟实践测试中的表现、对培训的满意度（李克特量表）以及知识保留情况方面接受评估。
由两名经验丰富的观察员分析实践测试结果。比较理论测试前后，学生在接触3个月后知识进步了20%，知识保留率为80%。第3组学生在测试后表现优于其他组（P = 0.007）。通过模拟实践，3个月后获得的知识得以保持，平均表现为90%，但在婴儿年龄组的测试中，学习保留率下降了10%。两位评估者的结果没有差异（P < 0.001）。参与者对培训给予了积极评价。
使用不同的教学方法促进了知识进步，尤其强调模拟实践。3个月后知识保留情况得以维持。为了向婴儿教授BLS，可能有必要改进教学技术。
