S72 Abstracts / Resuscitation 85S (2014) S15–S121

AP131

Advanced medical simulation as a tool to assessthe leadership and teamwork in emergencies

Antonio Casal Sanchez 1,∗, Laura Calvino Pereira 2,Jose Flores Arias 1, Luis Sanchez Santos 1, AntonioIglesias Vazquez 1

1 Emergencies Medical System, Galicia, Spain2 Montecelo Hospital, Pontevedra Public HospitalGroup, Galicia, Spain

Introduction: High fidelity simulation (HFS) is a useful tool totrain and strengthen the patient safety in Urgencies and Emergen-cies. Optimal leadership and teamwork (TW) ensure best practicesand patient safety, avoiding adverse events. Our objective was toassess the leadership and TW by means of HFS.

Methods: A simulated clinical scenario of a cardiac arrest wasdesigned and developed by 42 emergencies teams in a HFS system.Each scenario was recorded and assessed.

The leadership was assessed with the “Behaviors of Team Leaderfor Effective ACLS” and “leader behavior description questionnaire”– including the assessment of 12 items, scored between 0 (notdone), and 2 (done consistently). The TW performance was assessedwith the “Mayo high performance teamwork scale”. The score wasfrom 0 (never or rarely) to 2 (consistently).

Results: The results scored under one, or the most relevant prob-lems detected are detailed.

Leadership: Identifies and respond to errors: (0–2): 0.9. Usedclosed-loop communication: 29.6%. Motivate: 29%. Effectivelysummarizes and reevaluate: 26%.

TW: Verbalize their activities: 0.8. Team Member (TM) repeatsthe order: 0.57. TM acknowledges their lack of understanding andlook for clarifications: 0.82. TM persists in seeking a response whenthe order is not clear, or may contain an error: 0.77.

Conclusions: We detected weaknesses in the communication,both in leadership and teamwork areas. The leadership was notenough assertive, and showed lacks in motivation the team, as wellas in the use of closed-loop communication. TW weaknesses werealso focused in the field of communication, including deficiencies toverbalize and secure their activities, and as well as to communicatethe misunderstanding of the orders.

HFS was useful to detect the improvement areas in this profes-sional population; next training programs must be addressed tostrengthen both the abilities of communication of the leader andbetween TM.

http://dx.doi.org/10.1016/j.resuscitation.2014.03.180

AP132

Cardiopulmonary resuscitation knowledge offuture teachers: Should be taught basic lifesupport during the educational system?

Cristian Abelairas-Gomez

Faculty of Education and Sport Sciences, Universityof Vigo, Pontevedra, Spain

Purpose of the study: Analyze the knowledge of cardiopul-monary resuscitation (CPR) of future teachers of pre-school,primary and secondary education, as well as their inclination toacquire their knowledge.

Materials and methods: A questionnaire on the CPR was dis-tributed by 5 University faculties of Galicia (Spain). The criterionfor inclusion was to study infant, primary or secondary education.The questionnaire was answered by 300 students.

Results: The 50% of the sample consider that their knowledgeof CPR is enough, but there are pointed out low rates of correctanswers in terms of depth and compression rate (com min−1) bothin adults and children (adult CPR depth: 10%; adult CPR rate: 18%;children CPR depth: 8%; children CPR rate: 19%). The 69% had beentrained in first aid, but of those who were trained, the 75% less than20 h in their whole lives. The 97% consider that the first aid is veryimportant for their training. The 94% believe that throughout theeducational system, there should be a specific subject in first aidand lifesaving, and the 82% of them that it should be mandatory.

Conclusions: The theoretical knowledge of the students sur-veyed is not very satisfactory. This is a barrier against the strongexisting current that training in CPR is necessary to school1 andtherefore, teachers should possess relevant training. Not receivingtraining in basic life support at school or university education isat odds with the beliefs of future teachers, who consider that it isof vital importance throughout the education and training systemto acquire it. A percentage of 86% of students surveyed by Kanstadet al.,2 and 40% of the teachers surveyed by Mpotos et al.3 think inthe exact same way.

References

1. Colquhoun M. Learning CPR at schools – everyone should do it. Resuscitation2012;83:543–4.

2. Kanstad BK, Nilsen SAA, Frediksen K. CPR knowledge and attitude to perform-ing bystander CPR among secondary school students in Norway. Resuscitation2011;82:1053–9.

3. Mpotos N, Vekeman E, Monsieurs K, et al. Knowledge and willingness to teachcardiopulmonary resuscitation: a survey amongst 4273 teachers. Resuscitation2013;84:496–500.

http://dx.doi.org/10.1016/j.resuscitation.2014.03.181

AP133

LISSA a serious game to teach CPR and use ofAED

Voravika Wattanasoontorn ∗, Imma Boada, MateuSbert, Josep Olivet, Dolors Juvinyà

University of Girona, Girona, Spain

Purpose of the study: LISSA is a serious game designed to teachand learn CPR and the DEA use. The present study describes the useof LISSA as a complement to CPR training plans.

Methods: LISSA exploits video game technology to link in a sin-gle framework computer-based case simulations with e-learningfunctionalities. LISSA actions turn around a CPR scenario that repro-duces with 3D realism an emergency situation which requires CPRprocedures. Instructors, using a set of pre-defined elements storedin a main database, define the emergency situation. To solve theemergency situation, the learner has to apply CPR procedures in agame mode. LISSA provides on-line feedback to the learner and afinal report when time expires or game is over. The instructor canfollow-up the learner work and give advice. We tested LISSA in asample course of 30 students. They were instructed in a 3 h course,with LISSA and also with a Laerdal qcpr manikin. A CPR test wasprepared to assess their CPR knowledge after using LISSA and atthe end of the session. Students also responded a usability test.

Results: From the tests we detected that LISSA is a good com-plement to learn and refresh CPR and use of DEA.

Conclusions: LISSA is a functional and easy of use game that sat-isfies CPR instructor and learner needs. It is a good complement tomanikin-based learning and suitable for refreshing CPR knowledgeand use of DEA.

http://dx.doi.org/10.1016/j.resuscitation.2014.03.182