Background: The Resuscitation Council UK (RC(UK)) ALS course is undertaken by over 20,000 UK healthcare professionals every year (RC(UK) 2021). It is fundamental to keep its delivery contemporaneous with developments from the medical education literature, as well as the regularly updated evidence-based ALS guidelines.

Objectives: (1) To explore educational advancements in simulation-based education, (2) To examine trialled adaptations to the current ALS/similar courses and (3) To identify any evidenced recommendations to enhance the current ALS course delivery, to further course engagement & understanding and retention of the course objectives, especially in clinical practice.

Method: A manual search of the Resuscitation Journal and systematic searches of MEDLINE, CINAHL & AMED, yielded 135, recent, UK or European journal results. 3 relevant articles were selected for analysis, from the 14 most relevant abstracts.

Results: 3 novel interventions showed potential, especially regarding skill performance. High fidelity manakins (Cheng et al. 2015), action linked phrases (Hunt et al. 2015) demonstrated positive improvement in end-of-course skills performance. While adding Emotional stressors into simulation (DeMaria et al. 2010) promisingly showed enhanced performance endurance beyond course duration.

Conclusion: These adaptations demonstrate potential to improve longer term learning and clinical outcomes, especially if coupled together to create a more emotionally and physically high-fidelity training environment, offering a greater cumulative, complimentary, value than one of the single interventions alone. These interventions should now be trialled in a RC(UK) ALS course, examining course-long and as much as feasible post-course educational and clinical (patient) outcomes, with the intention of wider adoption of these educational interventions, should their inclusion prove to be beneficial.

References: 
Cheng A., Lockey A., Bhanji F., Lin Y., Hunt E. & Lang E. (2015) The use of high-fidelity manikins for advanced life support training—A systematic review and meta-analysis. Resuscitation. 93: 142–149.
DeMaria S., Bryson E., Mooney T., Silverstein J., Reich D., Bodian C. & Levine A. (2010) Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance:Emotional stressors in advanced cardiac life support training. Medical Education. 44 (10): 1006–1015.
Hunt E., Cruz-Eng H., Bradshaw J., Hodge M., Bortner T., Mulvey C., McMillan K., Galvan H., Duval-Arnould J., Jones K., Shilkofski N., Rodgers D. & Sinz E. (2015) A novel approach to life support trainingusing “action-linked phrases”. Resuscitation. 86: 1–5.
Resuscitation Council UK (2021) Advanced Life Support Manual. 8th Ed. London, RC(UK).

Background: The Resuscitation Council UK (RC(UK)) ALS course is undertaken by over 20,000 UK healthcare professionals every year (RC(UK) 2021). It is fundamental to keep its delivery contemporaneous with developments from the medical education literature, as well as the regularly updated evidence-based ALS guidelines.

Objectives: (1) To explore educational advancements in simulation-based education, (2) To examine trialled adaptations to the current ALS/similar courses and (3) To identify any evidenced recommendations to enhance the current ALS course delivery, to further course engagement & understanding and retention of the course objectives, especially in clinical practice.

Method: A manual search of the Resuscitation Journal and systematic searches of MEDLINE, CINAHL & AMED, yielded 135, recent, UK or European journal results. 3 relevant articles were selected for analysis, from the 14 most relevant abstracts.

Results: 3 novel interventions showed potential, especially regarding skill performance. High fidelity manakins (Cheng _et al._ 2015), action linked phrases (Hunt _et al._ 2015) demonstrated positive improvement in end-of-course skills performance. While adding Emotional stressors into simulation (DeMaria _et al._ 2010) promisingly showed enhanced performance endurance beyond course duration.

Conclusion: These adaptations demonstrate potential to improve longer term learning and clinical outcomes, especially if coupled together to create a more emotionally and physically high-fidelity training environment, offering a greater cumulative, complimentary, value than one of the single interventions alone. These interventions should now be trialled in a RC(UK) ALS course, examining course-long and as much as feasible post-course educational and clinical (patient) outcomes, with the intention of wider adoption of these educational interventions, should their inclusion prove to be beneficial.

References: 
- Cheng A., Lockey A., Bhanji F., Lin Y., Hunt E. & Lang E. (2015) The use of high-fidelity manikins for advanced life support training—A systematic review and meta-analysis. _Resuscitation_. **93**: 142–149.
- DeMaria S., Bryson E., Mooney T., Silverstein J., Reich D., Bodian C. & Levine A. (2010) Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance:Emotional stressors in advanced cardiac life support training. _Medical Education_. **44** (10): 1006–1015.
- Hunt E., Cruz-Eng H., Bradshaw J., Hodge M., Bortner T., Mulvey C., McMillan K., Galvan H., Duval-Arnould J., Jones K., Shilkofski N., Rodgers D. & Sinz E. (2015) A novel approach to life support trainingusing “action-linked phrases”. _Resuscitation_. **86**: 1–5.
- Resuscitation Council UK (2021) _Advanced Life Support Manual_. 8th Ed. London, RC(UK).

The RC(UK) Advanced Life Support Course - Scope For Improvement?

Implementation of the Guidelines - How do we put the new ERC Guidelines into practice?

On 16 and 17 June, we are organising our first-ever hybrid congress. You will be able to join us live at the beautiful conference venue in Antwerp, Belgium and present your Poster. 

We are happy to welcome you to Resuscitation 2022!