Emergency Department, Ghent University Hospital, De Pintelaan 185, B-9000 Ghent, Belgium.
Resuscitation. 2013 Jan;84(1):72-7. doi: 10.1016/j.resuscitation.2012.08.320. Epub 2012 Aug 23.
The optimal strategy to retrain basic life support (BLS) skills on a manikin is unknown. We analysed the differential impact of a video (video group, VG), voice feedback (VFG), or a serial combination of both (combined group, CG) on BLS skills in a self-learning (SL) environment.
Two hundred and thirteen medicine students were randomly assigned to a VG, a VFG and a CG. The VG refreshed the skills with a practice-while-watching video (abbreviated Mini Anne™ video, Laerdal, Norway) and a manikin, the VFG with a computer-guided manikin (Resusci Anne Skills Station™, Laerdal, Norway) and the CG with a serial combination of both. Each student performed two sequences of 60 compressions, 12 ventilations and three complete cycles of BLS (30:2). The proportions of students achieving adequate skills were analysed using generalised estimating equations analysis, taking into account pre-test results and training strategy.
Complete datasets were obtained from 192 students (60 VG, 69 VFG and 63 CG). Before and after training, ≥70% of compressions with depth ≥50 mm were achieved by 14/60 (23%) vs. 16/60 (27%) VG, 24/69 (35%) vs. 50/69 (73%) VFG and 19/63 (30%) vs. 41/63 (65%) CG (P<0.001). Compression rate 100-120/min was present in 27/60 (45%) vs. 52/60 (87%) VG, 28/69 (41%) vs. 44/69 (64%) VFG and 27/63 (43%) vs. 42/63 (67%) CG (P=0.05). Achievement of ≥70% ventilations with a volume 400-1000 ml was present in 29/60 (49%) vs. 32/60 (53%) VG, 32/69 (46%) vs. 52/69 (75%) VFG and 25/63 (40%) vs. 51/63 (81%) CG (P=0.001). There was no between-groups difference for complete release.
Voice feedback and a sequential combination of video and voice feedback are both effective strategies to refresh BLS skills in a SL station. Video training alone only improved compression rate. None of the three strategies resulted in an improvement of complete release.
在模型上重新训练基本生命支持 (BLS) 技能的最佳策略尚不清楚。我们分析了视频（视频组，VG）、语音反馈（VFG）或两者的连续组合（联合组，CG）对自我学习 (SL) 环境中 BLS 技能的不同影响。
213 名医学生被随机分配到 VG、VFG 和 CG。VG 通过练习时观看视频（简称 Mini Anne™ 视频，Laerdal，挪威）和模型刷新技能，VFG 通过计算机引导的模型（Resusci Anne Skills Station™，Laerdal，挪威），CG 通过两者的连续组合。每个学生进行两组 60 次按压、12 次通气和三个完整的 BLS 循环（30:2）。使用广义估计方程分析评估达到足够技能的学生比例，考虑到预测试结果和培训策略。
从 192 名学生中获得了完整的数据集（VG 60 名，VFG 69 名，CG 63 名）。培训前后，≥70%的按压深度≥50mm，VG 组 14/60（23%）比 16/60（27%），VFG 组 24/69（35%）比 50/69（73%），CG 组 19/63（30%）比 41/63（65%）（P<0.001）。100-120/min 的按压率在 VG 组 27/60（45%）比 52/60（87%），VFG 组 28/69（41%）比 44/69（64%），CG 组 27/63（43%）比 42/63（67%）中更常见（P=0.05）。VG 组 29/60（49%）比 32/60（53%），VFG 组 32/69（46%）比 52/69（75%），CG 组 25/63（40%）比 51/63（81%）达到≥70%通气量 400-1000ml（P=0.001）。各组之间的完全释放没有差异。
语音反馈和视频与语音反馈的连续组合都是在 SL 站刷新 BLS 技能的有效策略。单独的视频培训仅提高了按压率。这三种策略都没有提高完全释放的效果。
