A comparison of multimedia and standard advanced cardiac life support learning

Abstract

Objectives: To compare student performance after Multimedia ACLS Learning System (MM) education compared with that after standard (ST) ACLS education. Methods: Final-year medical students were divided into 2 groups based on convenience scheduling and given ACLS instruction either in a standard format or with the MM course. The sizes of the small groups and the times in small-group instruction were identical. All students were evaluated with the same 50-item multiple-choice written examination, a structured evaluation immediately after the management of a mock cardiac arrest, and a second structured evaluation of the same mock arrest (videotaped) by an instructor blinded to the education method. Students were assigned a mark from 1 to 5 in each of 4 domains: assessment, immediate priorities, continual assessment, and leadership. Results: 75 students took the MM and 38 took the ST course. The mean ± SD mark for the multiple-choice test was 89.3 ± 4.9% (MM) vs 89.3 ± 4.8% (ST); the onsite mock arrest evaluation mark (20 maximum) was 14.1 ± 2.5 (MM) vs 14.1 ± 2.0 (ST); and the blinded mock arrest evaluation was 13.1 ± 2.9 (MM) vs 14.4 ± 2.9 (ST) (p = 0.024). 1/75 (MM) vs 0/38 (ST) did not successfully complete the on-site mock arrest evaluation. More students in the MM group (46% vs 25%) required multiple attempts to successfully complete the mock arrest evaluation (p < 0.02). Conclusion: In medical students with no previous ACLS training, structured access to the multimedia ACLS Learning System provides immediate educational outcomes similar to those of a standard ACLS course. Multimedia computer- interactive learning should be enhanced with a short period of hands-on practice.