School of Osteopathic Medicine, A.T. Still University, Mesa, AZ, USA.
Department of Research Support, A.T. Still University, Kirksville, MO, USA.
J Osteopath Med. 2021 Mar 4;121(6):543-550. doi: 10.1515/jom-2020-0231.
Some medical schools integrate STOP THE BLEED training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary.
To investigate whether intermittent STOP THE BLEED reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence.
First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED review video (intervention group) or a "distractor" video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey.
Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points).
Intermittent review videos for STOP THE BLEED training improved medical students' confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.
一些医学院将“停止出血”培训纳入课程，以教授学生如何识别和停止危及生命的出血；这些课程是作为单日的理论和实践培训课程进行的，没有课后复习。为了提高对出血控制的记忆和信心，有必要提供更多的复习机会。
调查间歇性“停止出血”复习是否对长期保持出血控制技能和提高感知信心有效。
首先，要求一年级整骨医学专业的学生在完成“停止出血”培训课程之前（预培训）和之后（培训后）完成八项调查（五项李克特量表和三项测验格式问题）。收集完调查后，学生被随机分配到两个研究组之一。在 12 周的干预期间，每组学生每隔 4 周观看 4 分钟的“停止出血”复习视频（干预组）或“分心”视频（对照组）。12 周后，学生被要求完成 11 项调查。
培训后的调查得分高于培训前的调查。五项李克特量表项目的中位数得分，培训后调查为 23 分，培训前调查为 14 分。三个基于知识的测验格式问题中的两个从培训前到培训后显著提高（均 P<0.001）。在 11 项干预后调查中，两组在三个测验问题上的表现相似（均 P>0.18），但干预组在他们识别和控制出血能力的信心方面的李克特量表项目得分明显高于对照组（干预组中位数为 21.4 分，对照组中位数为 16.8 分）。
间歇性“停止出血”培训复习视频提高了医学生对其出血控制技能的信心，但与对照组相比，视频并没有提高他们正确回答测验格式问题的能力。
