Comparison of the Effect of Role-Playing and Traditional Teaching Methods on Teamwork and Self-Efficacy in Performing Advanced Cardiac Life Support by Undergraduate Anesthesia Students at Ahvaz Jundishapur University of Medical Sciences

Masoumeh  Albooghobeish; Vahid  Salmani; Ali  Khalafi; Nooshin  Sarvi-Sarmeydani

doi:10.18502/aacc.v11i4.19356

Masoumeh Albooghobeish Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Vahid Salmani Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Ali Khalafi Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Nooshin Sarvi-Sarmeydani Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

DOI: https://doi.org/10.18502/aacc.v11i4.19356

Keywords: Education; Role-playing; Traditional teaching; Teamwork; Self-efficacy; Advanced cardiac life support

Abstract

Background: Innovative teaching methods can equip undergraduate anesthesia students with the skills to perform advanced cardiac life support (ACLS) confidently and proficiently. Therefore, this study aimed to compare the impact of role-playing and traditional teaching methods on teamwork and self-efficacy in performing ACLS among undergraduate anesthesia students at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

Methods: This randomized controlled study was conducted on 47 third- and fourth-year undergraduate anesthesia students selected through a census sampling method. It involved a pre-test and post-test design. Participants were randomly divided into control and intervention groups. The intervention group received role-playing training, where they were divided into groups of six and each was assigned a role based on an ACLS scenario, which they enacted in interaction with other students. The control group, on the other hand, received traditional training, encompassing lectures and the use of mannequins. Teamwork performance was assessed using a scale developed by Sigalet et al., and the Resuscitation Self-efficacy Scale checklist was employed to evaluate students' ACLS skills. Ultimately, covariance analysis was conducted using SPSS version 26 to analyze the data.

Results: The two groups were homogeneous in terms of demographic characteristics (P value< 0.05). A comparison of post-test scores using ANCOVA revealed a significant difference between the groups. Specifically, after receiving role-playing training, the overall score of intervention group students in the post-test demonstrated a significant increase compared to the pre-test across three teamwork subscales and three self-efficacy subscales (P value= 0.001), unlike the control group (P value = 0.001). However, the recognition subscale did not exhibit significant results (P value = 0.347).

Conclusion: When compared to traditional training, role-playing training can significantly enhance self-efficacy and improve teamwork among undergraduate anesthesia students with regard to advanced cardiopulmonary resuscitation. Therefore, it is recommended to integrate role-playing into the anesthesia curriculum.