| Guías 2011 del ACLS |
Advanced Cardiac Life Support guidelines 2011. Anantharaman V, Gunasegaran K. Department of Emergency Medicine, Singapore General Hospital, Outram Road, Singapore 169608. anantharaman@sgh.com.sgSingapore Med J. 2011 Aug;52(8):548-55; quiz 556.Abstract The main emphasis in the Advanced Cardiac Life Support (ACLS) guidelines are in the areas of good quality chest compressions, ensuring normoventilation, removal of atropine from the cardiac arrest algorithm, removal of the use of the endotracheal route for drug administration, and renewed focus on the care provided after return of spontaneous circulation. In addition, the need for monitoring of quality of the various care procedures is emphasised. While the various ACLS procedures are being carried out, there is a need to minimise interruptions to chest compressions for maintenance of coronary perfusion pressures. In addition, the resuscitation team needs to continually look out for reversible causes of the cardiac arrest. http://smj.sma.org.sg/5208/5208ra4.pdf |
| ¿Puede el formato del curso influenciar el rendimiento de los estudiantes en el programa ACLS? |
Can course format influence the performance of students in an advanced cardiac life support (ACLS) program?
Garrido FD, Romano MM, Schmidt A, Pazin-Filho A.
Departamento de Clínica Médica, Universidade de São Paulo, Ribeirão Preto, SP, Brasil.
Braz J Med Biol Res. 2011 Jan;44(1):23-8. Epub 2010 Nov 19.
Abstract
Advanced cardiac life support (ACLS) is a problem-based course that employs simulation techniques to teach the standard management techniques of cardiovascular emergencies. Its structure is periodically revised according to new versions of the American Heart Association guidelines. Since it was introduced in Brazil in 1996, the ACLS has been through two conceptual and structural changes. Detailed documented reports on the effect of these changes on student performance are limited. The objective of the present study was to evaluate the effect of conceptual and structural changes of the course on student ACLS performance at a Brazilian training center. This was a retrospective study of 3266 students divided into two groups according to the teaching model: Model 1 (N = 1181; 1999-2003) and Model 2 (N = 2085; 2003-2007). Model 2 increased practical skill activities to 75% of the total versus 60% in Model 1. Furthermore, the teaching material provided to the students before the course was more objective than that used for Model 1. Scores greater than 85% in the theoretical evaluation and approval in the evaluation of practice by the instructor were considered to be a positive outcome. Multiple logistic regression was used to adjust for potential confounders (specialty, residency, study time, opportunity to enhance practical skills during the course and location where the course was given). Compared to Model 1, Model 2 presented odds ratios (OR) indicating better performance in the theoretical (OR = 1.34; 95%CI = 1.10-1.64), practical (OR = 1.19; 95%CI = 0.90-1.57), and combined (OR = 1.38; 95%CI = 1.13-1.68) outcomes. Increasing the time devoted to practical skills did not improve the performance of ACLS students.
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