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A Comparison of Teaching Modalities and Fidelity of Simulation Levels in Teaching Resuscitation Scenarios . INTRODUCTION The purpose of our study was to examine the ability of novices to learn selected aspects of Advanced Cardiac Life Support ( ACLS ) in training conditions that did not incorporate simulation compared to those that contained low- and high-fidelity simulation activities . We sought to determine at what level additional educational opportunities and simulation fidelity become superfluous with respect to learning outcomes . METHODS Totally 39 medical students and physician assistant students were randomly assigned to 4 training conditions : control ( lecture only ) , video-based didactic instruction , low- , and high-fidelity simulation activities . Participants were assessed using a baseline written pretest of ACLS knowledge . Following this , all participants received a lecture outlining ACLS science and algorithm interpretation . Participants were then trained in specific aspects of ACLS according to their assigned instructional condition . After training , each participant was assessed via a Megacode performance examination and a written posttest . RESULTS All groups performed significantly better on the written posttest compared with the pretest ( p < 0.001 ) ; however , no groups outperformed any other groups . On the Megacode performance test , the video-based , low- , and high-fidelity groups performed significantly better than the control group ( p = 0.028 , p < 0.001 , p = 0.019 ) . Equivalence testing revealed that the high-fidelity simulation condition was statistically equivalent to the video-based and low-fidelity simulation conditions . CONCLUSION Video-based and simulation-based training is associated with better learning outcomes when compared with traditional didactic lectures only . Video-based , low-fidelity , and high-fidelity simulation training yield equivalent outcomes , which may indicate that high-fidelity simulation is superfluous for the novice trainee .
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Intervention_Educational
simulation
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Intervention_Physical
low- and high-fidelity simulation
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Intervention_Control
control
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Intervention_Physical
video-based didactic instruction
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Intervention_Physical
low- , and high-fidelity simulation
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Intervention_Educational
activities
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Intervention_Physical
lecture outlining ACLS science
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Intervention_Physical
video-based
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Intervention_Physical
low- , and high-fidelity
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Intervention_Educational
groups
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Intervention_Control
control group
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Intervention_Physical
high-fidelity simulation
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Intervention_Educational
video-based
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Intervention_Physical
low-fidelity simulation
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Intervention_Educational
Video-based
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Intervention_Physical
simulation-based
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Intervention_Educational
Video-based
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Intervention_Educational
low-fidelity
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Intervention_Educational
high-fidelity simulation training
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Outcome_Mental
pretest of ACLS knowledge
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Outcome_Other
Megacode performance examination
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Outcome_Other
written posttest .
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Outcome_Physical
Megacode performance test
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Participant_Condition
novices
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Participant_Sample-size
39
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Participant_Condition
novice trainee