Assessing the effect of fifty percent overlearning in undergraduate medical students of a Public Medical College in Faisalabad, Pakistan six weeks after completing cardiac first response course
Date of Award
2014
Document Type
Thesis
Degree Name
Master of Health Professions Education (MPHE)
Department
Educational Development
Abstract
Cardiac First Response Course (CFR) is the Irish version of the course on Basic Life Support (BLS). It is well established that cardiac arrest victims can be saved with on time application of Cardiopulmonary resuscitation (CPR). As per protocol these life saving tra nings require recertification after every two years, however, studies on decay of knowledge and skills have raised questions about the two-year validity period. Overlearning has been found to have a positive impact on retention of knowledge, howeverstudies indicate that the effect of overlearning is task dependentand that it diminishesafter four weeks. CFR being a procedural skill is distinct as it has components of knowledge, skills as well as attitudes. Very few studies have looked at the effect of overlearning on retention of procedural skills This study aims at assessing the impact of over-learning on retention of CFR skills of final year medical students in Punjab Medical College, Faisalabad. Methods and Subjects: The study used a quasi-experimental design to compare the scores students in each group. Both groups completed two days standardized training and underwent the MCQ and skill test using the prescribed checklists for adults and infants. Experimental group practiced the skills for additional 2 hours amounting to 50% overlearning. Both the groups completed the same set of MCQs and skill tests after six weeks.. Data were analyzed using SPSS version 15 and independent t test was performed for comparison of scores on the MCQ and skill test. Results: In first administration of test (time 1) the meanMCQ scores were22.8 (n=60) and 21.92 (n=60) for the experimental and control groups respectively which decreased to 19.20 (n=50) and 16.15 (n=53) respectively with a p value= .000upon the second administraion after six weeks (time 2) On the skill test the mean score ofthe experimental groups' adult skill set was 101.42 (n=50) and that in control group was 97.79 (n=53) with p value—. 008 in the 2nd time test. Important skills like chest compressions showed better retention in the experimental group. Conclusion: Overlearningresulted in better retention of both knowledge and procedural skills of the CFR course in the experimental group compared to the control group after six weeks of non use. of control and experimental group (50% over-learning) from final year student's of Punjab Medical College undergoing the CFR course with 60 students in each group. Both groups completed two days standardized training and underwent the MCQ and skill test using the prescribed checklists for adults and infants. Experimental group practiced the skills for additional 2 hours amounting to 50% overlearning. Both the groups completed the same set of MCQs and skill tests after six weeks.. Data were analyzed using SPSS version 15 and independent t test was performed for comparison of scores on the MCQ and skill test. Results: In first administration of test (time 1) the meanMCQ scores were22.8 (n=60) and 21.92 (n=60) for the experimental and control groups respectively which decreased to 19.20 (n=50) and 16.15 (n=53) respectively with a p value= .000upon the second administraion after six weeks (time 2) On the skill test the mean score ofthe experimental groups' adult skill set was 101.42 (n=50) and that in control group was 97.79 (n=53) with p value—. 008 in the 2nd time test. Important skills like chest compressions showed better retention in the experimental group. Conclusion: Overlearningresulted in better retention of both knowledge and procedural skills of the CFR course in the experimental group compared to the control group after six weeks of non use.
Recommended Citation
Hasnain, M. u. (2014). Assessing the effect of fifty percent overlearning in undergraduate medical students of a Public Medical College in Faisalabad, Pakistan six weeks after completing cardiac first response course (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.