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Rishipathak, Parag
- A Comparative Analysis of Self-Efficacy in Low Fidelity Vs. High Fidelity Simulation Post Advanced Cardiac Life Support (ACLS) Sessions on Cardiac Arrest Algorithm amongst EMS Students of Pune, India
Authors
1 Director, Academics, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, IN
2 Adjunct Faculty, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, IN
3 Medical Officer, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, IN
Source
Indian Journal of Public Health Research & Development, Vol 11, No 1 (2020), Pagination: 415-419Abstract
Background: Self-efficacy is a personal characteristic believed to increase an individual’s abilities to be successful in a task. Self-efficacy, as defined by Albert Bandura is a “belief” that one possesses the requisite skills to do what is needed to reach a successful outcome.”
Cardiac arrest is one of the most common emergencies encountered by EMTs in real clinical world, hence self-efficacy in such a situation is of paramount importance. Self-efficacy is composed of two key components i.e. satisfaction and confidence in one’s own abilities.
Objective: The objective of the study is to compare self-efficacy reported by EMS students after ACLS protocol on cardiac arrest algorithm using High fidelity vs low Fidelity simulation.
Methodology: Hundred PGDEMS students were chosen for the study by convenience sampling. The students were divided into two groups of fifty each after matching for age, sex and previous course grades.
Both groups were taught ACLS protocol on Cardiac Arrest Algorithm by classroom teaching over a four hour session conducted on two days.
The students were provided with a standardized and pretested “Student Satisfaction and Self- Confidence Learning Questionnaire consisting of 13 items (5 items on Satisfaction and 8 items on Self Confidence in learning). Each item was rated on a 5 point Likert Scale.
Discussion: The students in HFS group found the High Fidelity methodology to be more helpful and effective. Also the students reported greater enjoyment during the simulation activity on the High Fidelity manikin.
In terms of confidence, the HFS group reported statistically significant higher scores in 6 out of the 8 items on the questionnaire.
Conclusion: The findings of the study favor the use of High Fidelity Simulation (HFS) as the preferred methodology to teach cardiac arrest algorithm to EMS students.
Keywords
High Fidelity Simulation (HFS), Low Fidelity Simulation (LFS), Emergency Medical Services (EMS).
- Concept Map Prebriefing Versus Traditional Prebriefing in Ischemic Stroke Management amongst EMS Students of Pune, India
Authors
1 Director, Academics, Pune, IN
2 Medical Officer, Academics, Pune, IN
3 Adjunct Faculty, Symbiosis Centre for Health Skills, Symbiosis International (Deemed University), Pune, IN
Source
Indian Journal of Public Health Research & Development, Vol 11, No 1 (2020), Pagination: 420-425Abstract
Introduction: Worldwide, stroke is the commonest cause of mortality after coronary artery disease. Majority of the stroke cases present in Emergency Department (ED). Therefore, the clinical acumen of medical staff in pre-hospital and ED in assessment of stroke is can significantly reduce the morbidity and mortality. Prebriefing helps to build confidence before exposure to the clinical scenario. This can prove to be very helpful in ischemic stroke assessment.
Objective: To study difference in competency performance amongst EMS students who participate in concept Map Prebriefing versus Traditional Prebriefing in clinical simulation scenario on Ischemic Stroke Management.
Methodology: Seventy-two PGDEMS students were chosen for the study by convenience sampling. The students were divided into two groups, A and B of 36 each after matching for age, sex and previous course grades. On the day of Simulation session, Group A was administered traditional prebriefing while Group B underwent Concept Map Prebriefing on the topic of Ischemic Stroke. The prebriefing concluded with narration of a case of Ischemic stroke. Each group was further subdivided into 6 smaller groups for ease of conducting assessment. A structured debriefing for each subgroup lasting for 20 minutes followed the Simulation session. The competency performance was scored using The LAPSS survey. The score obtained by a group could range from 0 to 8.
Discussion: The students prebriefed by the concept map methodology scored better than their peers on a number of parameters including key points in history taking. The above findings emphasize the role of comprehensive concept map prebriefing in impacting the student performance as measured by the LAPSS survey.
Conclusion: Traditional prebriefing orients the student to simulation environment but is found to be inferior to concept map prebriefing in terms of improving competency performance assessment in ischemic stroke.