Leszczyński Piotr Konrad, Jędral Klaudia Weronika, Malm Maria, Muraczyńska Bożena, Kobuszewski Grzegorz
Department of Medical and Health Sciences, University of Siedlce, Konarskiego 2, Siedlce, 08-110, Poland.
Department of Medical Informatics and Statistics with e-Health Lab, Medical University of Lublin, Jaczewskiego 4, Lublin, 20-090, Poland.
BMC Med Educ. 2025 Sep 25;25(1):1260. doi: 10.1186/s12909-025-07827-y.
Knowledge and skills in Basic Life Support (BLS) resuscitation procedures are essential for the correct recognition of circulatory arrest and the implementation of rapid management, resulting in increased survival rate of the victim. Numerous techniques for teaching cardiopulmonary resuscitation (CPR) are being used, yet there is insufficient data on the effectiveness of using virtual reality (VR). The aim of the study was to evaluate the short- and three-month didactic effect in teaching BLS procedures and chest compressions using modern virtual reality (VR) technology.
A total of 205 subjects were included in the study, assigned by randomized controlled design to a study group (A) implementing VR training and a control group (B) participating in traditional training. The participant group consisted of 73.91% women and 26.09% men, with a mean age of 21.80 ± 5.46 years. The process was divided into two stages, which assessed the level of knowledge and skills immediately after the specific type of training, as well as three months later. Practical skills were assessed in detail according to a checklist. The authors conducted a series of statistical analyses to compare the groups and indicate relationships. A significance level of α = 0.05 was assumed for all analyses.
The mean score of the overall quality of resuscitation immediately after the training in case of VR course participants was M = 45.61% (SD = 34.13), while that of the traditional course participants was M = 67.0% (SD = 32.56), with p < 0.001. The level of knowledge obtained was found to be comparable (p = 0.269). High satisfaction levels were identified by participants in both groups. The three-month evaluation (three months after the training) showed no significant intergroup differences (p = 0.218). The mean quality of resuscitation was M = 60.32% for the traditional group and 54.32% for the VR group. In the long term, it is noteworthy that there was a significant decrease in the quality of chest compressions after traditional training (by 6.68 p.p.), wherein this parameter increased among VR course participants (by 8.67 p.p.).
Teaching methods involving virtual reality to train CPR gain three-month effectiveness that is comparable to traditional training, despite the lack of this conclusion confirmed in short-term evaluation. Modern VR technologies make it possible to achieve optimal first aid teaching results, minimizing the participation of instructors, and ensure perfect repetition of procedures, which is applicable to teaching large groups with a high level of satisfaction.
ISRCTN registry, ISRCTN71238249, 23/10/2024.
基础生命支持（BLS）复苏程序的知识和技能对于正确识别循环骤停以及实施快速管理至关重要，这会提高受害者的存活率。目前正在使用多种心肺复苏（CPR）教学技术，但关于使用虚拟现实（VR）的有效性的数据不足。本研究的目的是评估使用现代虚拟现实（VR）技术教授BLS程序和胸外按压的短期和三个月教学效果。
共有205名受试者纳入本研究，通过随机对照设计分为实施VR培训的研究组（A）和参与传统培训的对照组（B）。参与者组中女性占73.91%，男性占26.09%，平均年龄为21.80±5.46岁。该过程分为两个阶段，分别在特定类型的培训后立即以及三个月后评估知识和技能水平。根据检查表详细评估实践技能。作者进行了一系列统计分析以比较各组并指出关系。所有分析均假定显著性水平α = 0.05。
VR课程参与者培训后立即进行复苏总体质量的平均得分为M = 45.61%（标准差 = 34.13），而传统课程参与者为M = 67.0%（标准差 = 32.56），p < 0.001。发现获得的知识水平具有可比性（p = 0.269）。两组参与者均表示高度满意。三个月评估（培训后三个月）显示组间无显著差异（p = 0.218）。传统组复苏平均质量为M = 60.32%，VR组为54.32%。从长期来看，值得注意的是，传统培训后胸外按压质量显著下降（下降6.68个百分点），而VR课程参与者中该参数有所增加（增加8.67个百分点）。
尽管短期评估未证实这一结论，但涉及虚拟现实的心肺复苏教学方法在三个月内的效果与传统培训相当。现代VR技术能够实现最佳的急救教学效果，减少教师的参与，并确保程序的完美重复，适用于对大量人群进行教学且满意度较高。
ISRCTN注册库，ISRCTN71238249，2024年10月23日。
