690.3 - Resuscitating Learner Satisfaction: Enhancing ACLS Pharmacology Education Through a Case-Based Escape Room Simulation

Nicholas Conway (Herbert Wertheim College of Medicine, Florida International University), Alexander Daniele (Herbert Wertheim College of Medicine, Florida International University), Emiri Uchiyama (Herbert Wertheim College of Medicine, Florida International University), John Saunders (Herbert Wertheim College of Medicine, Florida International University), Gagani Athauda (Herbert Wertheim College of Medicine, Florida International University), Rebecca Toonkel (Herbert Wertheim College of Medicine, Florida International University)

Background:

Training in Advanced Cardiac Life Support (ACLS) is a vital component of medical education. However, data suggests that learners are not satisfied with traditional ACLS learning formats and quickly lose mastery of the pharmacologic knowledge obtained. Prior studies have shown high learner satisfaction and knowledge mastery related to the ‘gamification’ of learning sessions. We hypothesize that the utilization of an online pre-session learning module followed by a case-based escape room simulation will lead to high levels of learner knowledge, satisfaction, and confidence in ACLS pharmacology.

Methods:

All fourth-year medical students (n=112) in the Class of 2021 participated in an online pre-session module and escape room activity. Initially, all students completed a short (16-minute) online learning module designed to teach the basics of ACLS pharmacology. After this module, students completed a 28-item pre-session MCQ quiz to assess baseline knowledge and to ensure preparation for the escape room activity. Students then completed a high-fidelity case-based escape room activity consisting of six ten-minute stations incorporating simulators, puzzles, and clues related to ACLS relevant pharmacologic concepts and algorithms. After the activity, students completed the same 28-items as a post-session MCQ quiz and a 14-item satisfaction/confidence survey. Pre- and post-session results were compared via paired t-tests.

Results:

All 112 participants (RR=100%) completed both the pre- and post-session knowledge assessments. Overall mean performance on pre- and post-session assessments was 87.6% (SD 8.4) vs. 95.7% (SD 5.0), respectively (Table 1, plt;0.0001). Mean pre- and post-session performance on pharmacology specific items was 77.7% (SD 11%) and 92.8% (SD 9.5%), respectively (Table 1, plt;0.0001). 111 participants (RR=99%) completed the post-session confidence survey. On a 7-point Likert scale (1-“Strongly Disagree” through 7-“Strongly Agree, ”Figure 1), mean agreement with the statement “The ACLS module improved my knowledge of medical decision making for patients in cardiac arrest” was 6.6 (SD 0.8). On a 10-point Likert scale, students rated their pre- and post-session confidence in “Addressing a patient in cardiac arrest” at 7.7 (SD 2.1) and 8.4 (SD 1.6), respectively (p=0.0019).

Conclusion:

Participation in the online pre-session module and escape room activity led to significant knowledge gains in ACLS pharmacology along with high levels of learner confidence and satisfaction. This innovative approach may be used to teach ACLS pharmacology to fourth-year medical students and to supplement traditional ACLS certification courses.