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A Virtual Platform for Teaching ACLS Pharmacology to Undergraduate Medical Students
Author(s) -
Conway Nicholas,
Daniele Alexander,
Uchiyama Emiri,
Athauda Gagani,
Toonkel Rebecca
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.02587
Subject(s) - session (web analytics) , likert scale , presentation (obstetrics) , psychological intervention , medical education , medicine , multiple choice , multimedia , computer science , psychology , significant difference , world wide web , nursing , surgery , developmental psychology
During the initial surge of the COVID‐19 pandemic, in accordance with AAMC recommendations, all undergraduate medical student learning at the Herbert Wertheim College of Medicine was transitioned to online platforms. We developed a voice‐over interactive presentation for the teaching of pharmacologic treatments used in the American Heart Association (AHA) Advanced Cardiac Life Support (ACLS) algorithms. Methods All fourth‐year students in the Class of 2020 (n=120) viewed the mandatory online presentation and completed the associated 28 item MCQ assessment. The 16‐minute voice‐over presentation was prepared using Microsoft PowerPoint. Content addressed all major AHA ACLS algorithms including approximately six minutes of content specifically addressing pharmacologic interventions. Both the presentation and the assessment were delivered to students though the CanvasMed learning management system. Student satisfaction and feedback were obtained via anonymous post‐session survey administered through the Qualtrics survey tool. Results: All students (n=120) completed the post‐session assessment. Of the 28 items, seven assessed pharmacologic interventions. Overall mean performance on the post‐session assessment was 89.6% (SD 7.5%) and 74.4% (SD 17.4%) on pharmacology‐directed items. 80 out of 120 students (response rate= 66.7%) completed the post‐session survey. On a 5‐point Likert scale (0‐“Not at all” through 4‐“Very”), mean post‐session response to the statement “How satisfied were you with the online lesson?” was found to be 3.27 (SD 0.85), with 47.5% (n=38) selecting “Very” and 37.5% (n=30), selecting “Mostly.” Conclusion: An interactive online platform may be used effectively to teach pharmacologic ACLS interventions to fourth year medical students. This online module may also be used to facilitate more active learning pedagogies when students safely return to the classroom.