Wang Candice, Huang Chin-Chou, Lin Shing-Jong, Chen Jaw-Wen
Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan Western University of Health Sciences, College of Osteopathic Medicine of the Pacific, Pomona, California, USA.
Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan Division of Cardiology, Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan Cardiovascular Research Center, National Yang-Ming University, Taipei, Taiwan Institute of Pharmacology, National Yang-Ming University, Taipei, Taiwan.
BMJ Open. 2016 Sep 26;6(9):e012195. doi: 10.1136/bmjopen-2016-012195.
The goal of our study was to shed light on educational methods to strengthen medical students' cardiopulmonary resuscitation (CPR) leadership and team skills in order to optimise CPR understanding and success using didactic videos and high-fidelity simulations.
An observational study.
A tertiary medical centre in Northern Taiwan.
A total of 104 5-7th year medical students, including 72 men and 32 women.
We provided the medical students with a 2-hour training session on advanced CPR. During each class, we divided the students into 1-2 groups; each group consisted of 4-6 team members. Medical student teams were trained by using either method A or B. Method A started with an instructional CPR video followed by a first CPR simulation. Method B started with a first CPR simulation followed by an instructional CPR video. All students then participated in a second CPR simulation.
Student teams were assessed with checklist rating scores in leadership, teamwork and team member skills, global rating scores by an attending physician and video-recording evaluation by 2 independent individuals.
The 104 medical students were divided into 22 teams. We trained 11 teams using method A and 11 using method B. Total second CPR simulation scores were significantly higher than first CPR simulation scores in leadership (p<0.001), teamwork (p<0.001) and team member skills (p<0.001). For methods A and B students' first CPR simulation scores were similar, but method A students' second CPR simulation scores were significantly higher than those of method B in leadership skills (p=0.034), specifically in the support subcategory (p=0.049).
Although both teaching strategies improved leadership, teamwork and team member performance, video exposure followed by CPR simulation further increased students' leadership skills compared with CPR simulation followed by video exposure.
我们研究的目的是阐明教育方法，以增强医学生的心肺复苏（CPR）领导能力和团队协作技能，从而通过教学视频和高仿真模拟优化对CPR的理解并提高成功率。
一项观察性研究。
台湾北部的一家三级医疗中心。
总共104名五至七年级医学生，其中男性72名，女性32名。
我们为医学生提供了为期2小时的高级CPR培训课程。在每堂课中，我们将学生分成1至2组；每组由4至6名团队成员组成。医学生团队采用方法A或方法B进行培训。方法A首先播放CPR教学视频，然后进行首次CPR模拟。方法B首先进行首次CPR模拟，然后播放CPR教学视频。所有学生随后都参加了第二次CPR模拟。
学生团队通过清单评分在领导能力、团队协作和团队成员技能方面进行评估，由主治医师给出整体评分，并由两名独立人员进行视频记录评估。
104名医学生被分成22个团队。我们用方法A培训了11个团队，用方法B培训了11个团队。在第二次CPR模拟中，领导能力（p<0.001）、团队协作（p<0.001）和团队成员技能（p<0.001）的总分显著高于首次CPR模拟。对于方法A和方法B，学生的首次CPR模拟分数相似，但在领导技能方面，方法A的学生第二次CPR模拟分数显著高于方法B（p=0.034），特别是在支持子类别中（p=0.049）。
虽然两种教学策略都提高了领导能力、团队协作和团队成员的表现，但与先进行CPR模拟再观看视频相比，先观看视频再进行CPR模拟能进一步提高学生的领导技能。
