Kuckuck Karl, Schröder Hanna, Rossaint Rolf, Stieger Lina, Beckers Stefan K, Sopka Sasa
Department of Anaesthesiology, University Hospital RWTH Aachen University, Aachen, Germany.
AIXTRA-Aachen Interdisciplinary Training Centre for Medical Education, University Hospital RWTH Aachen University, Aachen, Germany.
BMJ Open. 2018 Feb 22;8(2):e017705. doi: 10.1136/bmjopen-2017-017705.
The study objective was to implement two strategies (short emotional stimulus vs announced practical assessment) in the teaching of resuscitation skills in order to evaluate whether one led to superior outcomes.
This study is an educational intervention provided in one German academic university hospital.
First-yearmedical students (n=271) during the first3 weeks of their studies.
Participants were randomly assigned to one of two groups following a sequence of random numbers: the emotional stimulus group (EG) and the assessment group (AG). In the EG, the intervention included watching an emotionally stimulating video prior to the Basic Life Support (BLS) course. In the AG, a practical assessment of the BLS algorithm was announced and tested within a 2 min simulated cardiac arrest scenario. After the baseline testing, a standardised BLS course was provided. Evaluation points were defined 1 week and 6 months after.
Compression depth (CD) and compression rate (CR) were recorded as the primary endpoints for BLS quality.
Within the study, 137 participants were allocated to the EG and 134 to the AG. 104 participants from EG and 120 from AG were analysed1 week after the intervention, where they reached comparable chest-compression performance without significant differences (CR P=0.49; CD P=0.28). The chest-compression performance improved significantly for the EG (P<0.01) and the AG (P<0.01) while adhering to the current resuscitation guidelines criteria for CD and CR.
There was no statistical difference between both groups' practical chest-compression-performance. Nevertheless, the 2 min video sequence used in the EG with its low production effort and costs, compared with the expensive assessment approach, provides broad opportunities for applicability in BLS training.
本研究的目的是在复苏技能教学中实施两种策略（简短的情感刺激与宣布进行实践评估），以评估哪种策略能带来更好的效果。
本研究是在德国一所学术大学医院进行的一项教育干预。
一年级医学生（n = 271），在其学习的前三周。
参与者按照随机数字序列被随机分配到两个组之一：情感刺激组（EG）和评估组（AG）。在EG组中，干预措施包括在基础生命支持（BLS）课程之前观看一段能激发情感的视频。在AG组中，宣布对BLS算法进行实践评估，并在2分钟的模拟心脏骤停场景中进行测试。在基线测试后，提供标准化的BLS课程。在1周和6个月后定义评估点。
记录按压深度（CD）和按压频率（CR）作为BLS质量的主要终点。
在研究中，137名参与者被分配到EG组，134名被分配到AG组。干预1周后，对EG组的104名参与者和AG组的120名参与者进行了分析，他们的胸外按压表现相当，无显著差异（CR P = 0.49；CD P = 0.28）。在遵循当前复苏指南中关于CD和CR的标准时，EG组（P < 0.01）和AG组（P < 0.01）的胸外按压表现均有显著改善。
两组的实际胸外按压表现无统计学差异。然而，与昂贵的评估方法相比，EG组使用的2分钟视频序列制作成本低，在BLS培训中具有广泛的应用机会。
