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• W4297485730 abstract "Study ObjectivesPre-briefing provides orientation to the simulation environment, introduces the case scenario, and has been shown to improve learning outcomes. There is a paucity of prior research that evaluates how the various components of pre-briefing used in simulation activity impact students’ cognitive load (CL). We conducted a prospective study to assess student cognitive load and learning when video examples vs. verbal pre-briefing were provided prior to a simulation training activity.Study Design/MethodsWe enrolled, consenting resident nurses in a prospective, quasi-experimental, two- group, comparison study at an urban hospital simulation center. Participants were randomized to receive either pre-briefing with video example or verbal pre-briefing only, respectively. Subsequently, they participated in a simulated ACLS Code Blue event: bradycardia to VF to PEA to ROSC. Participants’ scenario performance was measured by a certified ACLS instructor using the American Heart Association (AHA)/Advanced Cardiac Life Support (ACLS) critical criteria and through software analysis of simulation sensors. Each subject also completed a post-activity written survey that included validated questions designed to assess components of CL. Continuous data are presented as means+/-SD and were analyzed by t-tests. The primary outcome parameter was to compare mean scores for total CL between the video and verbal pre- briefing groups. Secondary outcomes included comparison of performance parameters as well as measures of intrinsic (IL) and extraneous cognitive load (EL).Results/Findings: There were 30 participants; 13 in the video pre-briefing group. There was no significant difference between the video vs. verbal pre-briefing groups with respect to mean extraneous load (3.19+/-1.78 vs. 4.16+/-2.70; p=0.1). However, there were significantly lower mean scores for IL in the video group (5.92+/-1.64 vs. 7.19+/-1.48; p=0.04). With respect to the primary outcome, there was a trend toward lower total CL in the video group, but this did not reach statistical significance (4.55+/-1.30 vs. 5.68+/-1.60; p=0.05). In terms of ACLS scenario performance, there were no differences with respect to the following measures: compression rate, compression depth, flow fraction, chest recoil, successful completion of 4 critical actions for management of bradycardia, successful completion of 5 critical actions for management of ventricular fibrillation, and total management scores.ConclusionWe found that IL was significantly lower in resident nurses that viewed a pre-briefing video than those that did not. Future investigators should evaluate participant performance for simulated ACLS scenarios using an inductive qualitative methodology to provide a more granular assessment of any behavioral differences between video pre-briefing and control groups.No, authors do not have interests to disclose Study ObjectivesPre-briefing provides orientation to the simulation environment, introduces the case scenario, and has been shown to improve learning outcomes. There is a paucity of prior research that evaluates how the various components of pre-briefing used in simulation activity impact students’ cognitive load (CL). We conducted a prospective study to assess student cognitive load and learning when video examples vs. verbal pre-briefing were provided prior to a simulation training activity. Pre-briefing provides orientation to the simulation environment, introduces the case scenario, and has been shown to improve learning outcomes. There is a paucity of prior research that evaluates how the various components of pre-briefing used in simulation activity impact students’ cognitive load (CL). We conducted a prospective study to assess student cognitive load and learning when video examples vs. verbal pre-briefing were provided prior to a simulation training activity. Study Design/MethodsWe enrolled, consenting resident nurses in a prospective, quasi-experimental, two- group, comparison study at an urban hospital simulation center. Participants were randomized to receive either pre-briefing with video example or verbal pre-briefing only, respectively. Subsequently, they participated in a simulated ACLS Code Blue event: bradycardia to VF to PEA to ROSC. Participants’ scenario performance was measured by a certified ACLS instructor using the American Heart Association (AHA)/Advanced Cardiac Life Support (ACLS) critical criteria and through software analysis of simulation sensors. Each subject also completed a post-activity written survey that included validated questions designed to assess components of CL. Continuous data are presented as means+/-SD and were analyzed by t-tests. The primary outcome parameter was to compare mean scores for total CL between the video and verbal pre- briefing groups. Secondary outcomes included comparison of performance parameters as well as measures of intrinsic (IL) and extraneous cognitive load (EL).Results/Findings: There were 30 participants; 13 in the video pre-briefing group. There was no significant difference between the video vs. verbal pre-briefing groups with respect to mean extraneous load (3.19+/-1.78 vs. 4.16+/-2.70; p=0.1). However, there were significantly lower mean scores for IL in the video group (5.92+/-1.64 vs. 7.19+/-1.48; p=0.04). With respect to the primary outcome, there was a trend toward lower total CL in the video group, but this did not reach statistical significance (4.55+/-1.30 vs. 5.68+/-1.60; p=0.05). In terms of ACLS scenario performance, there were no differences with respect to the following measures: compression rate, compression depth, flow fraction, chest recoil, successful completion of 4 critical actions for management of bradycardia, successful completion of 5 critical actions for management of ventricular fibrillation, and total management scores. We enrolled, consenting resident nurses in a prospective, quasi-experimental, two- group, comparison study at an urban hospital simulation center. Participants were randomized to receive either pre-briefing with video example or verbal pre-briefing only, respectively. Subsequently, they participated in a simulated ACLS Code Blue event: bradycardia to VF to PEA to ROSC. Participants’ scenario performance was measured by a certified ACLS instructor using the American Heart Association (AHA)/Advanced Cardiac Life Support (ACLS) critical criteria and through software analysis of simulation sensors. Each subject also completed a post-activity written survey that included validated questions designed to assess components of CL. Continuous data are presented as means+/-SD and were analyzed by t-tests. The primary outcome parameter was to compare mean scores for total CL between the video and verbal pre- briefing groups. Secondary outcomes included comparison of performance parameters as well as measures of intrinsic (IL) and extraneous cognitive load (EL). Results/Findings: There were 30 participants; 13 in the video pre-briefing group. There was no significant difference between the video vs. verbal pre-briefing groups with respect to mean extraneous load (3.19+/-1.78 vs. 4.16+/-2.70; p=0.1). However, there were significantly lower mean scores for IL in the video group (5.92+/-1.64 vs. 7.19+/-1.48; p=0.04). With respect to the primary outcome, there was a trend toward lower total CL in the video group, but this did not reach statistical significance (4.55+/-1.30 vs. 5.68+/-1.60; p=0.05). In terms of ACLS scenario performance, there were no differences with respect to the following measures: compression rate, compression depth, flow fraction, chest recoil, successful completion of 4 critical actions for management of bradycardia, successful completion of 5 critical actions for management of ventricular fibrillation, and total management scores. ConclusionWe found that IL was significantly lower in resident nurses that viewed a pre-briefing video than those that did not. Future investigators should evaluate participant performance for simulated ACLS scenarios using an inductive qualitative methodology to provide a more granular assessment of any behavioral differences between video pre-briefing and control groups.No, authors do not have interests to disclose We found that IL was significantly lower in resident nurses that viewed a pre-briefing video than those that did not. Future investigators should evaluate participant performance for simulated ACLS scenarios using an inductive qualitative methodology to provide a more granular assessment of any behavioral differences between video pre-briefing and control groups." @default.
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• W4297485730 date "2022-10-01" @default.
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• W4297485730 title "254 Does Video Pre-Briefing Reduce Cognitive Load During a Simulated ACLS Scenario?" @default.
• W4297485730 doi "https://doi.org/10.1016/j.annemergmed.2022.08.281" @default.
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