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

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.