[The Moodle platform: A useful tool for training in life support. Analysis of satisfaction questionnaires from students and instructors of the semFYC advanced life support courses]. / La plataforma Moodle: Una herramienta útil para la formación en soporte vital. Análisis de las encuestas de satisfacción a los alumnos e instructores de los cursos de soporte vital avanzado del programa ESVAP de la semFYC.

OBJECTIVE: The aim of this study is to assess the validity and use of a mixed method of training in life support. The use of Moodle to implement an online pre-sessional phase prior to a "classic" classroom phase of teaching in this type of course is the main novelty. DESIGN: Analysis of satisfaction questionnaires of students and instructors of a mixed course in the advanced life support program of SemFYC (ESVAP). SETTING: Moodle platform. semFYC Virtual Classroom. PARTICIPANTS AND/OR CONTEXTS: Students and instructors participating in the semFYC advanced life support program, ESVAP. METHOD: Qualitative analysis. RESULTS: The majority of students rate as very useful (50%) or useful (45.37%) the existence of an online pre-sessional phase, and consider that it has helped them very much (42.20%) or quite a lot (48.62%) to make the most of the face-to-face sessions. For instructors, they considered that the existence of an online pre-sessional phase was very useful (89%) or useful (11%) for the development of the face-to-face sessions. DISCUSSION: The analysis of the results concluded that: 1) the students considered a prior non-face to face phase as very useful, and it helped them much/very much in the face to face phase, and 2) the instructors believe that the non-face to face phase had helped them a lot in the presentations and efficiency of the workshops in the face-to-face phase.

Creating a Learning Scenario for Cardiopulmonary Resuscitation Training During the COVID-19 Pandemic.

INTRODUCTION: Different organizations have recommended changes in life support in the COVID-19 pandemic, just when maintaining the competence in cardiopulmonary resuscitation is compromised because on-site training must be avoided. We developed a pilot teaching-learning experience to promote cardiopulmonary resuscitation skills acquisition in this situation. The aim of this study was to describe that tool and to analyze its usefulness. METHODS: The experience consisted of three phases: first, reviewing the scientific literature; second, defining written local recommendations and recording a short video simulating the initial attention to a cardiac arrest in this COVID-19 context; third, creating a test to be answered by hospital health professionals. RESULTS: The final sample was 121 subjects; 66.1% were women; the mean age was 45.8 years (SD = 10.24). Among them, 43% were doctors, 43% nurses, 4.1% nursing assistants, and 9.9% others. 89.3% participants had received prior training in life support. In the test, questions 1, 2, 5, 6, 7, and 8 were answered correctly by more than 80%; questions 3 and 4 were answered correctly by 57.9% and 41.3%, respectively. All participants expressed that the video helped them to refresh their knowledge and skills in life support. DISCUSSION: When on-site training is not possible, distance learning-as in our teaching-learning innovation because of the COVID-19 pandemic-may be a valid option to acquire/refresh cardiopulmonary resuscitation skills.

Conocimientos en resucitación cardiopulmonar en distintos servicios hospitalarios / Knowledge of cardiopulmonary resuscitation in different hospital departments

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La plataforma Moodle: Una herramienta útil para la formación en soporte vital. Análisis de las encuestas de satisfacción a los alumnos e instructores de los cursos de soporte vital avanzado del programa ESVAP de la semFYC / The Moodle platform: A useful tool for training in life support. Analysis of satisfaction questionnaires from students and instructors of the semFYC advanced life support courses

OBJETIVO: Medir la utilidad del método semipresencial en la formación en soporte vital. El uso de Moodle para implementar una fase no presencial previa a la fase presencial «clásica» en la metodología docente es su principal novedad. DISEÑO: Analizamos encuestas de satisfacción a alumnos e instructores de cursos semipresenciales de soporte vital avanzado del programa de Enseñanza de Soporte Vital en Atención Primaria (ESVAP). Emplazamiento: plataforma Moodle. Aula Virtual de semFYC. Participantes y/o contextos: Alumnos e instructores del curso de soporte vital avanzado del programa ESVAP de semFYC. MÉTODO: Análisis cualitativo. RESULTADOS: A la mayoría de los alumnos les parece muy útil (50%) o útil (45,37%) el hecho de que haya una fase no presencial previa y considera que esta fase les ha ayudado mucho (42,20%) o bastante (48,62%) a aprovechar la fase presencial. Los instructores consideraron que la fase no presencial había resultadomuy útil (89%) o útil (11%) para el desarrollo de la fase presencial. DISCUSIÓN: De los resultados se concluye que: 1) para los alumnos resulta muy útil una fase no presencial previa y consideran que ayuda bastante/mucho a aprovechar la fase presencial, y 2) los instructores consideran que la fase no presencial ha ayudado bastante en el aprovechamiento y eficiencia de los talleres en la fase presencial

OBJECTIVE: The aim of this study is to assess the validity and use of a mixed method of training in life support. The use of Moodle to implement an online pre-sessional phase prior to a 'classic' classroom phase of teaching in this type of course is the main novelty. DESIGN: Analysis of satisfaction questionnaires of students and instructors of a mixed course in the advanced life support program of SemFYC (ESVAP). SETTING: Moodle platform. semFYC Virtual Classroom. Participants and/or contexts: Students and instructors participating in the semFYC advanced life support program, ESVAP. Method: Qualitative analysis. RESULTS: The majority of students rate as very useful (50%) or useful (45.37%) the existence of an online pre-sessional phase, and consider that it has helped them very much (42.20%) or quite a lot (48.62%) to make the most of the face-to-face sessions. For instructors, they considered that the existence of an online pre-sessional phase was very useful (89%) or useful (11%) for the development of the face-to-face sessions. DISCUSSION: The analysis of the results concluded that: 1) the students considered a prior non-face to face phase as very useful, and it helped them much/very much in the face to face phase, and 2) the instructors believe that the non-face to face phase had helped them a lot in the presentations and efficiency of the workshops in the face-to-face phase

Día europeo del paro cardiaco / European Day of cardiac arrest

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