Simulation for excellence in cardiopulmonary Arrest

Training in medical emergencies, especially in the management of cardiopulmonary arrest (CPA), is crucial for future health professionals. This study investigated the effectiveness of a clinical simulation workshop that integrates deliberate practice and structured debriefing (PEARLS model) to improve the performance of medical students in managing CPA. The objective of this study was to evaluate how a clinical simulation (CS) workshop, which integrates deliberate practice in different simulation zones and structured debriefing, improves the internalization of theoretical knowledge and the ability of medical students to apply CPA management protocols. This analysis also seeks to demonstrate the consolidation of the group into an effective response team. The materials and methods included a quasi-experimental, pre- and post-test design with 10 teams of 10 final-year students, who participated in a 3s0-hour program with remote theoretical and in-person practical phases using simulators. The practical phase, spread over five weeks, progressed from acquiring individual technical skills (SimZone 1) to high-fidelity team scenarios involving CPA (SimZone 2), followed by a 20-3s0 minute PEARLS debriefing. A checklist was used to evaluate technical and non-technical aspects, assigning scores to each behavior. Part-task simulators were used for the development of technical skills and crisis simulators, along with arrhythmia simulators, semi-automatic and manual cardio-defibrillators, the TrueMonitor program to recreate physiological parameters as a multiparameter monitor, and the necessary medical instruments for each procedure. The results showed that 8 out of 10 groups significantly improved their performance, with an average increase in effectiveness of 85%. These findings support that clinical simulation, enhanced with deliberate practice and the PEARLS model, is a highly effective strategy for consolidating technical and non-technical skills (communication, leadership, teamwork) in emergency management, promoting deep experiential learning and the formation of cohesive response teams, which directly impacts patient quality and safety. The observed improvement is attributed to the experiential learning facilitated by simulation and the crucial role of structured debriefing. The pedagogical progression through the different simulation zones allowed for the consolidation of both individual skills and effective integration within a team. This approach not only optimized the assimilation of the CPA protocol but also strengthened the non-technical skills essential for an effective emergency response.