根据佩顿模型的自我训练视频模块与教师授课的儿科基础生命支持：一项经验报告。
Self-Training Video Module versus Instructor Taught Pediatric Basic Life Support According to Peyton Model: Report of an Experience.
作者信息
Ghanbaryan Moloud, Saeidi Minoo
机构信息
Department of Pediatrics, Imam Hossein Children Hospital, Isfahan University of Medical Sciences, Isfahan, Iran.
出版信息
Adv Biomed Res. 2023 Apr 28;12:112. doi: 10.4103/abr.abr_232_21. eCollection 2023.
BACKGROUND
Bystander cardiopulmonary resuscitation is an important predictor of out-of-hospital arrest prognosis in the pediatric population. The purpose of this study was to assess the effectiveness of two educational methods, a video module and Peyton model with manikin, in parent's education.
MATERIALS AND METHODS
We enrolled 140 subjects, 70 in each group. We assess their knowledge, attitude, and practice about pediatric basic life support (BLS) before and after two different types of educational interventions.
RESULTS
Mean attitude, knowledge, and practice score were significantly higher after educational intervention in both groups. Knowledge and total practice score were significantly higher in the Peyton group compared with DVD group ( = 0.02 and 0.000, respectively). The rate of totally correct chest compression was 53% in Peyton/manikin group versus 24% in DVD/lecture group and the difference was meaningful statistically ( = 0.0003).
CONCLUSION
Any educational intervention has a significant effect on the Iranian parent's knowledge and practice about child BLS, but education through manikin can increase this impact.
背景
旁观者心肺复苏是儿科院外心脏骤停预后的重要预测指标。本研究的目的是评估两种教育方法，即视频模块和带人体模型的佩顿模型，在家长教育中的有效性。
材料与方法
我们招募了140名受试者，每组70名。我们在两种不同类型的教育干预前后评估他们关于儿科基本生命支持（BLS）的知识、态度和实践。
结果
两组在教育干预后，平均态度、知识和实践得分均显著提高。与DVD组相比，佩顿组的知识和总实践得分显著更高（分别为P = 0.02和0.000）。佩顿/人体模型组完全正确的胸外按压率为53%，而DVD/讲座组为24%，差异具有统计学意义（P = 0.0003）。
结论
任何教育干预对伊朗家长关于儿童BLS的知识和实践都有显著影响，但通过人体模型进行教育可以增强这种影响。
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