Copenhagen Academy for Medical Education and Simulation, Centre for HR&U, Borgmester Ib Juuls Vej 1, 2730, Herlev, Capital Region of Denmark, Denmark.
Department of Intensive Care, Copenhagen University Hospital - Rigshospitalet, Copenhagen, Denmark.
BMC Emerg Med. 2021 Oct 9;21(1):114. doi: 10.1186/s12873-021-00513-4.
The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest.
In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests.
One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19-2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01-2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78-1.83).
Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method.
本试验旨在比较视频和模拟教学方法与传统的基于讲座的教学方法，假设视频和模拟教学方法将导致对心脏骤停期间呼吸模式的识别得到改善。
在这项丹麦的、由研究者发起的、分层的、随机对照试验中，参加欧洲复苏委员会基本生命支持课程的成年非专业人员（大学生、军人和退休老人）被随机分配接受使用讲座（常规实践）、视频或模拟为基础的教学方法来识别呼吸模式的教学。主要结局是在九部模拟正常呼吸、无呼吸和濒死呼吸的演员视频中识别呼吸模式（每三种各一个）。我们使用逻辑回归模型分析结果，并以优势比（OR）和 95%置信区间（CI）以及似然比检验的 P 值呈现结果。
从 2018 年 2 月 2 日至 2019 年 5 月 21 日，共有 153 名参与者被纳入分析，教学方法之间对呼吸模式的识别存在统计学显著差异（P=0.013）。与基于讲座的教学（83%的正确答案）相比，视频（90%的正确答案；OR 1.77，95%CI：1.19-2.64）和模拟（88%的正确答案；OR 1.48；95%CI：1.01-2.17）的教学方法均显著提高了正确答案的比例。视频教学与模拟教学之间无统计学显著差异（OR 1.20；95%CI：0.78-1.83）。
与传统的基于讲座的教学方法相比，视频和模拟教学方法可提高参加成人基本生命支持课程的非专业人员对呼吸模式的识别能力。
