Skill retention following simulation learning in acute coronary syndrome versus cardiac arrest


Hanen Ghazali
Islem Ouaness
Khedija Zaouch
Rym Hamed
Chermiti Ines
Hela Manai


Background: The acquisition skills in pathologies involving life prognosis is often problematic for young family medicine (MF). Simulation
learning seems to be the technique of choice. Few studies have studied the maintenance of skills acquired in simulation.

Aim: Study the retention of skills acquired in simulation learning from a distance of simulation learning.

Methods: Prospective randomized study. Inclusion of MF working in emergency departments. Theoretical training on the management of
cardiac arrest (ACR) and acute coronary syndrome with ST segment elevation (ACS). Randomization into 2 groups to receive simulation
training to manage ACR (ACR group) or ACS (ACS group). Evaluation of the groups by a common scenario. at T0 (the day of the simulation)
and at T1 (1 month after). Study of the evolution of grades between T0 and T1.

Results: Inclusion ACR group: T0 (n = 19), T1 (n = 13), ACS group: T0 (n = 14), T1 (n = 9). At T0, the participants trained on a simulator had
significantly better results than those of the control group (14.92 ± 2 (ACR group) vs. 7.51± 3.37 (ACS group), p <0.001 for the ACR scenario
and 11 ± 2 (ACR group) vs. 13± 2 (ACS group), p = 0.03 for the ACS scenario. The ACS group maintained its knowledge at T1 for the ACS
scenario. For the ACR group, a significant drop in scores in T1 for the ACR scenario was noted.

Conclusion: Our study confirms the educational benefit of simulator training. This benefit is maintained only for the ACS.


Medical simulation - pedagogy - acute coronary syndrome with ST segment elevation - cardiac arrest - retention



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