Radboud Institute for Health Sciences (RIHS), Department of Neonatology, Radboud University Medical Center Amalia Children's Hospital, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands.
Department of Pediatrics, Radboud University Medical Center Amalia Children's Hospital, Nijmegen, The Netherlands.
BMC Med Educ. 2020 Nov 13;20(1):427. doi: 10.1186/s12909-020-02359-z.
Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges.
A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively.
Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups.
Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored.
ISRCTN, ISRCTN69038759 . Registered December 12th, 2019 - Retrospectively registered.
在医学院中，同伴主导的基本生命支持培训可能是一种有效的、有价值的教学方法，可以教授医学生，然而，目前尚未有研究评估其对医学生自我效能感的影响。高自我效能感激励医疗保健专业人员在面临挑战时启动并持续进行基本生命支持。
这是一项随机对照试验，其中医学生接受由同伴导师或专家导师提供的儿科基本生命支持（PBLS）培训。学生被随机分配到同伴导师组（n=105）或专家导师组（n=108）。所有学生都接受了大约 2 小时的 PBLS 培训，每组大约有 15 名学生。培训结束后，学生立即使用新开发的问卷评估自我效能感，该问卷基于经过验证的评分工具。在每次培训结束一周后，学生进行 PBLS 实践考试，并分别填写另一份问卷以评估技能表现和自我效能感。
接受同伴培训的学生在 PBLS 的所有方面的自我效能感得分显著更高。理论教育和导师反馈在两组中都受到同等重视。两组学生的 PBLS 实践考试分数和通过考试的学生比例相似。
我们的研究结果表明，接受同伴培训的医学生可以比接受专家培训的学生发展更高水平的 PBLS 相关自我效能感，而在这两组培训中，PBLS 技能相似。同伴教学与自我效能感之间以及自我效能感与现实生活中儿科复苏质量之间的确切关系应进一步探讨。
ISRCTN，ISRCTN69038759。2019 年 12 月 12 日注册 - 回顾性注册。
