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Impact of multimodal methods to teach advanced cardiovascular life support principles in the core doctor of pharmacy curriculum
Author(s) -
Newsome Andrea S.,
Smith Susan E.,
Hawkins William A.,
Fulford Michael,
Phillips Beth B.
Publication year - 2018
Publication title -
journal of the american college of clinical pharmacy
Language(s) - English
Resource type - Journals
ISSN - 2574-9870
DOI - 10.1002/jac5.1049
Subject(s) - accreditation , pharmacy , curriculum , medical education , core knowledge , certification , perception , medicine , psychology , nursing , computer science , pedagogy , knowledge management , neuroscience , political science , law
The 2016 Accreditation Council for Pharmacy Education Accreditation Standards place clear expectations on the production of “practice ready” graduates. Advanced cardiovascular life support (ACLS) is an integrated, team‐based approach to optimizing patient outcomes in acute cardiovascular events. Foundational knowledge and skill with ACLS principles will support graduate pharmacists as essential members of the health care team. Objectives To assess the impact of didactic and simulation based advanced cardiovascular life support training on student perception, knowledge, and skills. Methods ACLS training was incorporated into the third year pharmacy curriculum through the addition of a 2‐hour pharmacy‐oriented didactic lecture on ACLS fundamentals and reinforced with a 2‐hour simulation experience of various cardiovascular events. Perception and knowledge were evaluated in a pre‐ and post‐assessment format with 10 questions evaluating knowledge and 19 questions evaluating perceptions. Results All students ( n = 133) completed the pre‐ and post‐assessments. Knowledge of ACLS fundamentals improved by 35% from baseline (43.4% ± 16.7% to 79.2% ± 14.9%, P < 0.001). Perceptions also improved with self‐reported novice ranking decreasing from 46.4% ± 21.5% overall to 4.3% ± 2.1% ( P < 0.001), and perceptions of proficient ranking increasing from 6.9% ± 5.5% to 32.5% ± 6.7% ( P < 0.001). Skill‐based assessment demonstrated positive review of peers' simulation performance. Conclusions ACLS instruction using both didactic lecture and simulation experience enhanced student knowledge and confidence of ACLS fundamentals. Future implementation may include offering formal ACLS certification through an elective course.