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This study aims to investigate medical students' mastery of advanced life support skills when using scenario-based simulation combined with intermittent training, compared to traditional teaching methods.
Advanced life support is crucial for medical students during their studies, examinations, and professional practice, serving as the foundation of their clinical skills. Scenario-based simulation training immerses students in realistic emergency scenarios, familiarizing them with equipment operation, fostering teamwork, and providing real-time feedback to mitigate clinical risks. Through scenario simulation, students encounter and manage authentic emergency situations within simulated clinical settings, thereby enhancing their skill proficiency and response capabilities. Intermittent training combined with deliberate practice helps medical students retain these skills and emergency knowledge over the long term. This study aims to investigate the impact of a teaching model integrating scenario simulation training with spaced practice, compared to traditional teaching methods, on medical students' long-term mastery of advanced life support theoretical knowledge and operational skills.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Traditional Training Group | Experimental | Conduct experiments on trainees who have mastered advanced life support theory and practical skills. After unified training, no further training is arranged for the traditional training group, and the post-test is conducted on the 7th day. |
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| Traditional Training plus Interval Training Group | Experimental | Conduct experiments on trainees who have mastered advanced life support theory and practical skills. The traditional training combined with interval training group receives theoretical and skill knowledge reviews on days 2, 4 and 6 after unified training, and takes the post-test on day 7. |
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| Scenario Simulation Group | Experimental | The scenario simulation group learns advanced life support theories and practical skills via scenario cases, with no relevant further learning conducted during the interval, and receives the post-test on day 7. |
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| Scenario Simulation plus Interval Training Group | Experimental | The scenario simulation combined with interval training group learns advanced life support theories and practical skills through scenario cases, reviews standard scenario simulation videos and theoretical knowledge on days 2, 4 and 6, and takes the post-test on day 7. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Traditional Training Group | Other | Through basic skills training and testing, confirm that all trainees have mastered the steps of adult external cardiopulmonary resuscitation (CPR), tracheal intubation procedures, and the operational steps of automated external defibrillators (AEDs). And validated students' mastery of ECG interpretation for cardiac arrest and arrhythmias, along with pharmacology knowledge of cardiovascular emergency medications through assessment questions. After unified training, no further training is arranged for the traditional training group, and the post-test is conducted on the 7th day. |
| Measure | Description | Time Frame |
|---|---|---|
| Advanced Life Support Practical Skill Test Score | The scoring criteria for CPR, tracheal intubation and defibrillation in national residency training are compiled based on WS/T 839-2024, the 2023 residency training graduation assessment standards, AHA/ILCOR international guidelines and domestic expert consensus.Each skill test is scored out of 100 points; a higher score indicates better mastery of the corresponding operational skills. | Day 7 |
| Score of Advanced Life Support Theoretical Knowledge Test | Adult Advanced Life Support Theoretical Examination Items Based on the 2025 American Heart Association Guidelines for CPR and ECC. | Day 7 |
| Measure | Description | Time Frame |
|---|---|---|
| Scenario-Based Simulation Training Participant Behavior Checklist | Participants conduct scenario simulation according to scripts compiled based on the rescue procedures for cardiac arrest patients. The participant behavior checklist is formulated in line with the standardized advanced life support resuscitation procedures specified in the 2025 American Heart Association Guidelines for CPR and ECC, covering core dimensions including basic life support quality, advanced life support procedures, team cooperation and communication, clinical decision-making and emergency response ability, as well as professional literacy and overall performance. This scale is adopted to score participants' practical performance. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Zhihua Wang, PhD | Contact | 86-0951-18295111380 | 846522050@qq.com | |
| Xinyu Zhan, MS | Contact | 86-0951-15809601687 | 751581298@qq.com |
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| General Hospital of Ningxia Medical University | Yinchuan | Ningxia | 750004 | China |
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| Traditional Training plus Interval Training Group | Other | Through basic skills training and testing, confirm that all trainees have mastered the steps of adult external cardiopulmonary resuscitation (CPR), tracheal intubation procedures, and the operational steps of automated external defibrillators (AEDs). And validated students' mastery of ECG interpretation for cardiac arrest and arrhythmias, along with pharmacology knowledge of cardiovascular emergency medications through assessment questions. The traditional training combined with interval training group receives theoretical and skill knowledge reviews on days 2, 4 and 6 after unified training, and takes the post-test on day 7. |
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| Scenario Simulation Group | Other | The scenario simulation group learns advanced life support theories and practical skills through scenario simulation cases. A pre-test is implemented after learning to confirm that all trainees have mastered relevant theories and operational skills. The pre-test includes cardiopulmonary resuscitation, defibrillation, endotracheal intubation, electrocardiogram interpretation and emergency drug administration, and all trainees achieve qualified scores. No further review on advanced life support is arranged thereafter, and the post-test is carried out on the 7th day. |
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| Scenario Simulation plus Interval Training Group | Other | Members of the scenario simulation combined with interval training group learn advanced life support theories and practical operational skills through scenario simulation cases. A pre-test is arranged after learning to ensure all trainees have mastered relevant theories and operational skills. The pre-test covers cardiopulmonary resuscitation, defibrillation, endotracheal intubation, electrocardiogram interpretation and emergency medication application, and all trainees pass the pre-test. They conduct reviews of standard scenario simulation videos and theoretical knowledge on days 2, 4 and 6, and receive the post-test on day 7. |
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| Day 7 |
| Student Satisfaction Survey Form | A trainee satisfaction questionnaire was developed based on training content, adopting a 5-point Likert scale. The questionnaire evaluates trainees' experience across five dimensions: training content, teaching methods, instructors, teaching resources including venues and equipment, and training outcomes. Each dimension contains specific evaluation items, with individual item scores summed to calculate the overall satisfaction score. | Day 7 |
| Self-efficacy | The General Self-Efficacy Scale (GSES) developed by Schwarzer & Jerusalem was used to investigate trainees' self-efficacy after training. | Day 7 |