Department of Emergency Medicine, Soonchunhyang University Seoul Hospital, Yongsan-gu, Seoul, Republic of Korea.
Department of Emergency Medicine, Dongtan Sacred Heart Hospital, Hallym University, Hwaseong-si, Gyeonggi-do, Republic of Korea.
PLoS One. 2022 Dec 1;17(12):e0278273. doi: 10.1371/journal.pone.0278273. eCollection 2022.
Cardiopulmonary resuscitation (CPR) education requires that learners practice key skills to promote mastery. Our aim in this study was to evaluate differences in post-education performance and class participation during CPR training between face-to- face (FF) and non-face-to-face (NFF) learning formats.
This was a randomized controlled study of third-year medical students from two university hospital, allocated to either the FF or NFF format for CPR education. The learning scenario addressed single-person CPR, consisting of chest compression only, and excluded breathing. The Kahoot! application was used for NFF. Between-group comparisons for class participation and CPR skills were based on video recordings.
Seventy students participated in our study, with 35 randomly allocated to the FF and NFF groups. There were no between-group differences in terms of age, sex, previous basic life support training, and willingness and confidence in performing CPR. Compared to the FF group, the NFF group demonstrated significant differences during CPR, including fewer calling for assistance and using of defibrillator (p = 0.006), as well as fewer checking for breathing (p = 0.007), and fewer counting during chest compression (p = 0.006). Additionally, < 30% of learners in the NFF group completed rhythm analysis after the last defibrillator shock delivery and resumed immediate chest compression (p < 0.001). All students in both groups passed the post-training assessment.
Class participation in NFF learning was lower than that in FF learning. Although the post-education evaluation in the NFF group was not inferior, efforts on promoting active participation in NFF learning are required.
心肺复苏（CPR）教育要求学习者练习关键技能以促进掌握。我们的目的是评估在心肺复苏培训中，面对面（FF）和非面对面（NFF）学习格式之间，教育后表现和课堂参与的差异。
这是一项针对两所大学医院三年级医学生的随机对照研究，他们被分配到 FF 或 NFF 格式进行 CPR 教育。学习情景涉及单人 CPR，仅包括胸外按压，不包括呼吸。使用 Kahoot! 应用程序进行 NFF。基于视频记录对组间的课堂参与和 CPR 技能进行比较。
70 名学生参与了我们的研究，其中 35 名学生被随机分配到 FF 和 NFF 组。两组在年龄、性别、以前的基本生命支持培训、以及进行 CPR 的意愿和信心方面无差异。与 FF 组相比，NFF 组在 CPR 期间表现出显著差异，包括较少呼救和使用除颤器（p = 0.006），较少检查呼吸（p = 0.007），以及较少在胸外按压时计数（p = 0.006）。此外，NFF 组中 < 30%的学习者在最后一次除颤器电击后完成节律分析并立即恢复胸外按压（p < 0.001）。两组学生均通过了培训后评估。
NFF 学习的课堂参与度低于 FF 学习。尽管 NFF 组的教育后评估不劣于 FF 组，但需要努力促进 NFF 学习的积极参与。
