PCRF Abstracts - Details View

 

Download Abstract Poster (PDF)

 

Exploring the Gap Between Knowledge Acquisition and Real-Life Practice of the Emergency Tools and Skill-Set for Medical Students in Morocco: Example of Cardio-Pulmonary- Resuscitation CPR

Author: Mohamed EL Mouhajir | |

Associate Authors: Hajar Moujtahid | Ghita Chaoui | Nadir Ammar | Ali Kettani

Introduction

Poor knowledge and skill retention subsequent to emergency training for medical students has been discussed over years.
CPR training has become mandatory for medical students since 2015 in all Moroccan universities when introduced as a module for second-year students. This paper aims to explore students’ competencies in CPR and how confident they are in overcoming the safe spot of training to practice in real life.

Methods and Materials

Data was collected using a cross-sectional survey among 600 Moroccan medical students from mainly 3 different faculties of medicine: Rabat (53, 3%), Fes (22, 4%), and Marrakech (22, 2%) in October 2020.They answered questions about acquisition of knowledge on CPR, type of training, ability to perform on a mannequin, self-
efficacy in performing CPR in real life, and obstacles to performing in real life. For this survey, we used conditional branching questions where the questions adapt to the answers of the participant in order to explore the specificity of each category of students.

Results

Among the 600 answers, 58,6% (N = 352) of the medical students attest they have knowledge and competencies in Cardiopulmonary Resuscitation (CPR). These competencies were acquired through different formats: University lecture (70, 8%), Simulation on mannequin (5, 4%), Online resources and situations (43, 2%), and Direct Observation (35, 4%). In an attempt to explore the self-efficacy of students toward taking action in real life, 3 questions were crucial: Can you practice CPR on a mannequin? Do you feel able to perform it in real life? Have you ever performed it in reality before?

Discussion

This study was able to identify different areas of obstacles to CPR performance: Weak acquisition of technical skills, lack of mentoring and nontechnical skills. The formats of training proved to be mainly based on information transmission and a lack of participative teaching, not focusing on soft skills, which happen to be one of the principal obstacles for students to take action. Another challenge can be raised regarding skills retention.

Conclusion

Refresher training should be considered focusing on procedural skills and soft skills in order to improve self-efficacy.