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Airway management is a key skill in emergency and critical care settings, as maintaining a clear airway is essential for adequate oxygenation and ventilation.Head Tilt-Chin Lift TechniqueThe head tilt-chin lift maneuver is an essential technique primarily used in patients without suspected cervical spine injuries. To perform this maneuver, one hand is placed on the patient’s forehead, and gentle pressure is applied backward to tilt the head. The fingertips of the other hand are positioned...
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Updated: Jan 13, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Redesigning Advanced Life Support teaching and assessment using a constructive alignment approach.

Sophie Moll1, Nico Tannemann1, Margarita Gestmann2

  • 1Department of Anaesthesiology and Intensive Care Medicine, University Hospital Essen, University Duisburg-Essen, Essen, 45147, Germany.

Mededpublish (2016)
|January 9, 2026
PubMed
Summary
This summary is machine-generated.

A new team-based Objective Structured Clinical Exam (OSCE) for Advanced Life Support (ALS) training improved practical skills and team integration. This revised assessment effectively teaches both hands-on abilities and crucial non-technical competencies.

Keywords:
Advanced Life SupportTeam OSCEconstructive alignment

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Area of Science:

  • Medical Education
  • Emergency Medicine Training

Background:

  • Traditional single-person Objective Structured Clinical Exams (OSCEs) for Advanced Life Support (ALS) training focused on theoretical knowledge and team leader roles.
  • Students exhibited deficits in practical skills like cardiac massage, ventilation, and defibrillator use, and struggled with team-based resuscitation.

Purpose of the Study:

  • To revise the ALS course and assessment using a constructive alignment approach.
  • To implement a guideline-appropriate, three-person resuscitation model to enhance practical and non-technical skill acquisition.

Main Methods:

  • A revised course structure and assessment format were introduced, including a three-person resuscitation model and role-specific checklists.
  • Training incorporated practice in the team-based approach, with assessment via a team OSCE (tOSCE) evaluating practical and non-technical skills.
  • Students were randomly assigned one of three roles within the resuscitation team for assessment.

Main Results:

  • The team-based OSCE (tOSCE) demonstrated effectiveness in teaching combined practical and non-technical competencies.
  • Both students and lecturers reported subjective and objective satisfaction with the revised course activities and tOSCE results.

Conclusions:

  • A team-based OSCE station is an effective method for assessing and teaching combined practical and non-technical skills in Advanced Life Support.
  • The revised approach improved student engagement and attainment of desired resuscitation skills.