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Feedback in advanced life support: A quality improvement initiative
C J Thorne1, P K Kimani2, S Hampshire3
1Department of Anaesthesia, Great Western Hospital NHS Foundation Trust, Swindon, SN3 6BB, UK; Resuscitation Council UK, Tavistock House North, TavistockSquare, London, WC1H 9HR, UK.
Resuscitation
|August 23, 2020
Summary
Participant characteristics significantly impact Advanced Life Support (ALS) course outcomes and feedback. Identifying at-risk individuals allows for tailored support, enhancing the overall quality of ALS training programs.
Area of Science:
- Medical Education
- Cardiology
- Emergency Medicine
Background:
- Advanced Life Support (ALS) courses are critical for healthcare professionals.
- Understanding factors influencing participant satisfaction and learning outcomes is essential for course improvement.
Purpose of the Study:
- To identify participant, course, and center characteristics associated with Advanced Life Support (ALS) participant satisfaction and outcomes.
- To analyze factors affecting learning and experience in ALS courses.
Main Methods:
- Analysis of data from 17,690 participants on ALS courses.
- Assessment of learning outcomes via post-course MCQ and Cardiac Arrest Simulation Test (CAS-Test).
- Multivariable analyses and funnel plots to identify associated variables and compare center outcomes.
Main Results:
- High overall course pass rate (94.4%) with a mean MCQ score of 86.7%.
- Participant characteristics, including age, prior experience, and profession, influenced knowledge, skills, and feedback.
- Course type and pre-course knowledge were key predictors of feedback scores.
Conclusions:
- This study is the first to link ALS feedback scores with assessment outcomes.
- Participant characteristics significantly explain variations in course outcomes.
- Identifying at-risk participants can enable targeted support and improve ALS course quality.
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