title: Correlation of Simulation Examination to Written Test Scores for Advanced Cardiac Life Support Testing: Prospective Cohort Study.
abstract: BACKGROUND
  Traditional Advanced Cardiac Life Support (ACLS) courses are evaluated using written multiple-choice tests. High-fidelity simulation is a widely used adjunct to didactic content, and has been used in many specialties as a training resource as well as an evaluative tool. There are no data to our knowledge that compare simulation examination scores with written test scores for ACLS courses.
  
  
  OBJECTIVE
  To compare and correlate a novel high-fidelity simulation-based evaluation with traditional written testing for senior medical students in an ACLS course.
  
  
  METHODS
  We performed a prospective cohort study to determine the correlation between simulation-based evaluation and traditional written testing in a medical school simulation center. Students were tested on a standard acute coronary syndrome/ventricular fibrillation cardiac arrest scenario. Our primary outcome measure was correlation of exam results for 19 volunteer fourth-year medical students after a 32-hour ACLS-based Resuscitation Boot Camp course. Our secondary outcome was comparison of simulation-based vs. written outcome scores.
  
  
  RESULTS
  The composite average score on the written evaluation was substantially higher (93.6%) than the simulation performance score (81.3%, absolute difference 12.3%, 95% CI [10.6-14.0%], p<0.00005). We found a statistically significant moderate correlation between simulation scenario test performance and traditional written testing (Pearson r=0.48, p=0.04), validating the new evaluation method.
  
  
  CONCLUSIONS
  Simulation-based ACLS evaluation methods correlate with traditional written testing and demonstrate resuscitation knowledge and skills. Simulation may be a more discriminating and challenging testing method, as students scored higher on written evaluation methods compared to simulation.
authors.affiliation: University of California Irvine School of Medicine, Department of Anesthesia and Perioperative Care, Irvine, California.
authors.forename: Suzanne L
authors.initials: SL
authors.lastname: Strom
authors.affiliation: University of California Irvine School of Medicine, Department of Emergency.
authors.forename: Craig L
authors.initials: CL
authors.lastname: Anderson
authors.affiliation: Medicine, Irvine, California.
authors.forename: Luanna
authors.initials: L
authors.lastname: Yang
authors.affiliation: Medicine, Irvine, California.
authors.forename: Cecilia
authors.initials: C
authors.lastname: Canales
authors.affiliation: University of California Irvine, Irvine, CaliforniaUniversity of California Irvine School of Medicine, Department of Medicine, Irvine, California.
authors.forename: Alpesh
authors.initials: A
authors.lastname: Amin
authors.affiliation: University of California Irvine School of Medicine, Department of Emergency.
authors.forename: Shahram
authors.initials: S
authors.lastname: Lotfipour
authors.affiliation: University of California Irvine School of Medicine, Department of Emergency.
authors.forename: C Eric
authors.initials: CE
authors.lastname: McCoy
authors.forename: Megan Boysen
authors.initials: MB
authors.lastname: Osborn
authors.affiliation: University of California Irvine School of Medicine, Department of Emergency.
authors.forename: Mark I
authors.initials: MI
authors.lastname: Langdorf
mesh_terms: D022561:Advanced Cardiac Life Support / Q000193:education*; D002140:California; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D016014:Linear Models; D008297:Male; D015588:Observer Variation; D011446:Prospective Studies; D000066908:Simulation Training