Chamdawala Haamid, Meltzer James A, Shankar Viswanathan, Elachi Dina, Jarzynka Shannon M, Nixon Abigail F
Department of Pediatrics, Division of Emergency Medicine, NYC Health + Hospitals/Jacobi Medical Center, Albert Einstein College of Medicine, 1400 Pelham Parkway South, Building 6, Room 1B25, Bronx, NY 10461, USA.
Department of Epidemiology and Population Health, Albert Einstein College of Medicine, 1300 Morris Park Avenue, Block Building, Room 315, Bronx, NY 10461, USA.
Resusc Plus. 2021 Feb 6;5:100079. doi: 10.1016/j.resplu.2021.100079. eCollection 2021 Mar.
High school students are currently the largest group of individuals in the US receiving CPR training every year. This study examines the effect of adding a real-time visual feedback device to a standard instructor-led CPR course on skill acquisition and retention in high school students.
All study participants underwent baseline CPR skill testing and received a standard instructor-led compression-only CPR course. We then randomized students to a 'Feedback Group', consisting of 2 min of CPR training using a real-time visual feedback device, or 'Standard Group' that continued to practice on the inflatable manikin. CPR skills for all students were tested afterwards using the feedback device and reported as a compression score (CS) derived from their chest compression depth, rate, hand position, and full chest recoil. We compared the CS at baseline, week-0 (immediately post-intervention), week-10, week-28, and week-52 between groups.
A total of 220 students were included in the analyses (Feedback Group = 110, Standard Group = 110). Both groups showed similar CPR performance at baseline. At week-0, the Feedback Group had a significantly higher CS compared to the Standard Group (adjusted difference: 20% [95% CI: 11%-29%; p < 0.001]). This difference attenuated over time but remained significant at the week-10 and week-28 follow-up; however, by the week-52 follow-up, there was no significant difference between groups.
Using a real-time visual feedback device during CPR training significantly improves skill acquisition and retention in high school students and should be integrated into the high school CPR curriculum.
高中生目前是美国每年接受心肺复苏术（CPR）培训人数最多的群体。本研究探讨在标准的教师指导CPR课程中添加实时视觉反馈设备对高中生技能掌握和保持的影响。
所有研究参与者都接受了CPR技能基线测试，并参加了标准的教师指导的仅胸外按压CPR课程。然后，我们将学生随机分为“反馈组”（使用实时视觉反馈设备进行2分钟的CPR培训）和“标准组”（继续在充气人体模型上练习）。之后使用反馈设备对所有学生的CPR技能进行测试，并将其报告为根据胸外按压深度、频率、手部位置和完全胸廓回弹得出的按压分数（CS）。我们比较了两组在基线、第0周（干预后立即）、第10周、第28周和第52周时的CS。
共有220名学生纳入分析（反馈组 = 110名，标准组 = 110名）。两组在基线时的CPR表现相似。在第0周，反馈组的CS显著高于标准组（调整差异：20% [95% CI：11% - 29%；p < 0.001]）。这种差异随时间减弱，但在第10周和第28周随访时仍显著；然而，到第52周随访时，两组之间没有显著差异。
在CPR培训期间使用实时视觉反馈设备可显著提高高中生的技能掌握和保持水平，应将其纳入高中CPR课程。
