This ain't your Grandpa's CPR Course.... (and if it is why are you learning there..?!)

Each year, millions of providers receive basic and advanced life support training with the aim of improving outcomes from cardiac arrest. Resuscitation training programs are designed to convey evidence-based content and provide opportunities for learners (i.e. those enrolled in resuscitation training programs) to apply knowledge and practice critical skills. These programs, however, frequently fall short of achieving the desired learning outcomes (eg knowledge and skill acquisition), with performance that does not consistently translate over to the real-world clinical environment. For example, CPR skills that are acquired immediately after BLS training often show decay by as early as 3 months, resulting in many BLS-trained healthcare providers-such as physicians, nurses, Paramedics and other healthcare professionals-struggling to perform guideline-compliant CPR during simulated and real cardiac arrests.

Improving survival from cardiac arrest is highly dependent on the quality of resuscitative care.

Deliberate Practice and Mastery Learning.

Deliberate practice is a training approach where learners are given

1) a discreet goal to achieve

2) immediate feedback on their performance

3) ample time for repetition to improve performance

Mastery learning is defined as the use of deliberate practice training along with testing that uses a set of criteria to define a specific passing standard that implies mastery of the tasks being learned. 4 studies found that there was no significant skill decay after deliberate practice and mastery learning for up to 6 months.

We employ deliberate practice and mastery learning in all our courses.


We use data feedback to improve performance.

Accurate assessment of CPR skills is critical to helping learners improve performance. Prior studies demonstrate that visual assessment of CPR quality is neither reliable nor accurate,

making it challenging for instructors to provide consistently meaningful feedback during CPR training. Feedback devices address this problem by providing objective feedback to learners and instructors during practice. CPR feedback devices can be divided into 2 categories: corrective feedback devices (eg visual display of depth) and prompt devices that provide auditory tone for the provider to follow (eg metronome).The use of corrective feedback devices during training resulted in improved skill retention at 7 days to 3 months after initial training compared with learners trained without a feedback device.

We use feedback devices in all our courses including the First Response Emergency Care (FREC) series, NREMT EMT Basic and Paramedic courses as well as our AHA BLS, ACLS and PALS courses.

We have successfully trained physicians, nurses, ECAs and Paramedics using this system.


Students during a FREC course using a visual feedback manikin to ensure that they are performing correct compression rate, depth, release and hand position. Once this is mastered we move on to the measurable metrics (see picture above) to measure all the above as well as chest compression fraction (CCF), ventilation volume, ventilation pressure and ventilation rate.

Assessing learner competence is a critical part of developing high-quality resuscitation teams.

Once this is mastered we move on to measure all the above as well as chest compression fraction (CCF), ventilation volume, ventilation pressure and ventilation rate. After each session we perform a debrief with the learner going over all their metrics pointing out what was performed well and what requires improvement.

Prebrief for success. Before repeating the exercise we pre-brief with the student allowing them to select a specific aspect of the skill that they want to improve upon. After the exercise we debrief to review their performance. This cycle is repeated until the learner achieves mastery of the skill. This is always conducted in a friendly atmosphere conducive to student improvement and learning. In this respect we have gamified learning, a proven way to increase student performance and skill retention.

We measure what truly matters for patient outcomes and develop the right tools to select and train those who will assess learners' performance.

We measure what's important, not just what's easy.

We prioritise high-quality assessments

We tailor the debriefing method to the learner's need and context.

At EMTG we understand that assessment should not be used as an add-on to the end of a course, rather, it should be woven into the instructional design and occur throughout the course. Assessment drives learning.

Enhance realism for team training and remember that context is everything. The simulation suites at EMTG allow us to provide training tailored to specific environments.





At EMTG our faculty are our greatest asset. Our instructor training program and subsequent faculty development utilises the latest education science. We provide them with the skills and tools necessary for success. We understand that there is a science to learning. All our faculty are committed to excellence as instructors and understand that we too must commit to lifelong learning.

If you or your organisation are interested in training with us in a highly effective yet fiscally responsible way contact us ( info@emergencymedicaltg.co.uk ) for a free quote or if you can, sign up to our Free Pit Stop CPR Boot Camp on July 9th.

https://www.emergencymedicaltg.co.uk/post/free-pit-stop-cpr-boot-camp


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