Iserbyt P, Elen J, Behets D
Research Centre for Movement Education and Sport Pedagogy, Katholieke Universiteit Leuven, Tervuursevest 101, 3001 Leuven, Belgium.
Acta Anaesthesiol Belg. 2009;60(4):239-45.
This study investigated the effect of self-assessment with and without motor activity on the quality of CPR in reciprocal learning with task cards. Gender differences in learning outcomes were analysed as well. Eighty-six university students (39 women and 47 men) were randomised in pairs into three groups: cognitive self-assessment, cognitive-motor self-assessment, and a control. Student pairs had to learn Basic Life Support (BLS) in 20 min with task cards. Cardiopulmonary Resuscitation (CPR) performance was measured before (baseline), immediately after (intervention) and 2 weeks later (retention). Results at intervention and retention showed no beneficial effects of self-assessment on the quality of CPR. Self-assessment with motor activity did not differ significantly from merely cognitive self-assessment. At retention, males ventilated significantly less volume than females. Within the limitations of this study, it can be concluded that implementing self-assessment in reciprocal learning with task cards does not lead to better CPR performance in the present target group.
本研究调查了在使用任务卡的互助学习中，有或无运动活动的自我评估对心肺复苏质量的影响。同时也分析了学习成果中的性别差异。86名大学生（39名女性和47名男性）被随机配对分为三组：认知自我评估组、认知-运动自我评估组和对照组。学生配对需使用任务卡在20分钟内学习基础生命支持（BLS）。在（基线）之前、（干预）之后立即以及2周后（保持）测量心肺复苏（CPR）表现。干预和保持阶段的结果显示，自我评估对心肺复苏质量没有有益影响。有运动活动的自我评估与单纯的认知自我评估没有显著差异。在保持阶段，男性通气量明显低于女性。在本研究的局限性范围内，可以得出结论，在使用任务卡的互助学习中实施自我评估并不能使当前目标群体的心肺复苏表现更好。
