Combined Interval Training and Scenario Simulation for ALS Training of Medical Students

Advanced life support is crucial for medical students during their studies, examinations, and professional practice, serving as the foundation of their clinical skills. Scenario-based simulation training immerses students in realistic emergency scenarios, familiarizing them with equipment operation, fostering teamwork, and providing real-time feedback to mitigate clinical risks. Through scenario simulation, students encounter and manage authentic emergency situations within simulated clinical settings, thereby enhancing their skill proficiency and response capabilities. Intermittent training combined with deliberate practice helps medical students retain these skills and emergency knowledge over the long term. This study aims to investigate the impact of a teaching model integrating scenario simulation training with spaced practice, compared to traditional teaching methods, on medical students' long-term mastery of advanced life support theoretical knowledge and operational skills.

Inclusion criteria

• Medical students studying in the Department of Anesthesiology
• The initial training for "Advanced Life Support Scenario Simulation Instruction" required by this study has been successfully completed, and the corresponding pre-test assessment has been passed.
• Voluntarily participate in this study and sign a written informed consent form, committing to adhere to the entire schedule of the research plan.
• During the research period, do not participate in any other training that conflicts with this experiment.

Exclusion criteria

• Individuals who have previously obtained an Advanced Cardiac Life Support (ACLS) provider certificate issued by the American Heart Association (AHA) or an equivalent organization, and whose certificate remains valid.
• Individuals who have participated in any form of Advanced Cardiac Life Support (ACLS) or Advanced CPR scenario simulation training courses within the past three months.
• Previously participated as a subject in educational interventions comparing "spaced learning versus traditional learning."
• Individuals who, for any reason, fail to complete all instructional components during the initial training phase or whose pre-test data is missing.
• Individuals who are unable to guarantee participation in all scheduled training or testing sessions during the study period (particularly on Days 2, 4, 6, and 7) due to scheduling conflicts, leave requests, or other reasons.