title: An Effective Method of Teaching Advanced Cardiac Life Support (ACLS) Skills in Simulation-Based Training.
abstract: OBJECTIVE
  In this study, we compared the effects of constructivist and traditional teaching strategies in teaching advanced cardiac life support (ACLS) skills during simulation-based training (SBT).
  
  
  METHODS
  A randomized, pre- and post-test control group study was designed to examine this issue in 29 third-year emergency medical technician (EMT) students. Participants received SBT through constructivist SBT (CSBT) or traditional lecture-based SBT (TSBT) teaching strategies. We evaluated the effects of the simulation training on ACLS knowledge, and performance immediately after practice and at retention.
  
  
  RESULTS
  The knowledge and performance of the CSBT group were higher than compared with the TSBT group (mean knowledge 33.3+/-5.03 vs. 29.5+/-5.33, p=0.36; and mean performance 12.20+/-1.85 vs. 8.85+/-3.54, p=0.010). However, there was no difference between two groups in retention between groups 1 month later (mean knowledge 31.86+/-4.45 vs. 31.50+/-4.65, p=0.825; and mean performance 12.13+/-0.99 vs. 12.57+/-1.78, p=0.283).
  
  
  CONCLUSIONS
  CSBT is more effective with regard to knowledge acquisition and performance than TSBT. Further studies are needed to explore ways of improving retention and transfer of knowledge from simulated to real situations with SBT.
authors: Department of Medical Education, Kyung Hee University School of Medicine, Seoul, Korea.
authors: Hyo Bin
authors: HB
authors: Yoo
authors: Department of Medical Education, Kyung Hee University School of Medicine, Seoul, Korea.
authors: Jae Hyun
authors: JH
authors: Park
authors: Department of Medical Education, Kyung Hee University School of Medicine, Seoul, Korea.
authors: Jin Kyung
authors: JK
authors: Ko
keywords: Advanced cardiac life support; Simulation; Simulator; Teaching strategies; Training