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Developing a learning tool for advanced life support and resuscitation: Performance Reflection Model for

Yoriko Kikkawa1,2,3, Leah McIntosh4, Timothy J Mavin5,4

  • 1Griffith Institute for Educational Research & School of Education and Professional Studies, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD, 4122, Australia. y.kikkawa@griffith.edu.au.

BMC Medical Education
|July 4, 2025
PubMed
Summary

This study developed the Performance Reflection Model for Resuscitation (PRM-Resus) to improve advanced life support (ALS) training. The PRM-Resus, combined with team models and videos, enhances reflective learning for novice healthcare professionals.

Keywords:
Advanced life supportInterdisciplinaryNon-technical skillsPerformance assessmentSimulationTeam work

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Area of Science:

  • Medical Education
  • Simulation-Based Training
  • Healthcare Professional Development

Background:

  • Novice learners struggle with advanced life support (ALS) proficiency.
  • Simulation-based training (SBT) is common but lacks tools for deep reflective learning.
  • Existing tools lack clarity, specificity, and educational support for debriefing.

Purpose of the Study:

  • To develop and evaluate the Performance Reflection Model for Resuscitation (PRM-Resus).
  • To integrate PRM-Resus with the ALS Team Model and video exemplars.
  • To create a comprehensive learning package for enhanced ALS training.

Main Methods:

  • The study involved four phases: creating the ALS Team Model, co-designing PRM-Resus, producing video scenarios, and evaluating PRM-Resus via expert think-aloud studies.
  • Qualitative content analysis and Cronbach's alpha were used to assess internal consistency and utility for SBT.
  • The ALS Team Model clarified roles, while PRM-Resus used behaviorally anchored descriptors.

Main Results:

  • PRM-Resus includes four domains: clinical skills, knowledge, team management, and leadership, with behavioral descriptors across three performance levels.
  • Experts found PRM-Resus clear, structured, and educationally valuable for novice learners.
  • High internal consistency (α > 0.95) was observed; the integrated tools facilitated deeper performance analysis and reflection.

Conclusions:

  • A novel framework integrating PRM-Resus, ALS Team Model, and video exemplars supports reflective learning in ALS simulation.
  • These tools enhance novice understanding of team performance and structured feedback for educators.
  • Further research is needed on learner development impact and clinical outcome translation.