Analysis of long-term effect on cardiopulmonary resuscitation skills in medical students with different training methods_West China Medical Journal

Authors：

WANG Jiangshan , ZONG Liang , LIU Jihai , DU Tiekuan ,  ZHU Huadong , YU Xuezhong

Department of Emergency, Chinese Academy of Medical Science, Peking Union Medical College Hospital, Beijing 100730, P. R. China;

Corresponding?author：

ZHU Huadong, Email: huadongzhu@hotmail.com

Keywords：

Video-led and scene simulation training; Medical students with eight-year program; Cardiopulmonary resuscitation

DOI：

10.7507/1002-0179.201908029

Video：

Export PDF Favorites Scan Get Citation

Abstract Full text Figures/Tables Video References Cited by

Objective To analyze the long-term effect on cardiopulmonary resuscitation skill between video-led and scene simulation training and traditional instructor-led courses in medical student with eight-year program.Methods Ninety-nine medical students with eight-year program who studied in Peking Union Medical College were trained in cardiopulmonary resuscitation skill from January to February 2018. They were randomly divided into two groups, 53 students participated in basic life support course training, which belonged to video-led and scene simulation training as the trial group, and 46 students were trained by traditional instructor-led courses as the control group. In January 2019, the above 99 students were re-evaluated for cardiopulmonary resuscitation, and the outcome of cardiopulmonary resuscitation skill test in total scores and sub-items scores between two groups were compared. The data were analyzed using t test and Wilcoxon rank sum test.Results The total average scores of the trial group (8.02±1.11) was higher than that of the control group (6.85±1.50) (P<0.05). The sub-items scores of the trial group in the three aspects of on-site assessment, chest compressions and simple respirators (1.64±0.37, 3.38±0.46, 1.52±0.58) were higher than those of the control group (1.33±0.45, 2.80±0.76, 1.19±0.58) (P<0.05). In terms of opening airway, there was no significant difference in scores between the two groups (1.02±0.47 vs. 1.10±0.45, P>0.05). The excellent rate of the trial group (60.3%) was significantly higher than that of the control group (30.4%) (P<0.05), and the unqualified rate (5.6%) was significantly lower than that of the control group (21.7%) (P<0.05).Conclusions The video-led and scene simulation training has a better effect on cardiopulmonary resuscitation skills acquisition and long-term maintenance than traditional instructor-led courses for medical student with eight-year program.

Citation： WANG Jiangshan, ZONG Liang, LIU Jihai, DU Tiekuan, ZHU Huadong, YU Xuezhong. Analysis of long-term effect on cardiopulmonary resuscitation skills in medical students with different training methods. West China Medical Journal, 2019, 34(11): 1307-1310. doi: 10.7507/1002-0179.201908029 Copy

1.	王爽, 王真, 李想, 等. 情景模擬教學法在急診科實習學生心肺復蘇培訓中的應用. 中國實用護理雜志, 2015, 31(30): 2327-2330.
2.	楊艷, 肖杭. PWW 方式在大學生心肺復蘇培訓中的效果分析. 中華急診醫學雜志, 2014, 23(5): 577-579.
3.	蔣婕, 朱瑩, 金奇, 等. 不同培訓模式對醫務人員心肺復蘇培訓的效果評價. 中國急救醫學, 2010, 30(5): 463-465.
4.	張暉, 徐軍, 朱華棟, 等. 傳統培訓和標準視頻培訓在心肺復蘇中的質量效果比較. 中華急診醫學雜志, 2018, 27(6): 699-701.
5.	Cheng A, Nadkarni VM, Mancini MB, et al. Resuscitation education science: educational strategies to improve outcomes from cardiac arrest: a scientific statement from the American heart association. Circulation, 2018, 138(6): e82-e122.
6.	Boet S, Bould MD, Pigford AA, et al. Retention of basic life support in laypeople: mastery learning vs. time-based education. Prehosp Emerg Care, 2017, 21(3): 362-377.
7.	Rosman SL, Nyirasafari R, Bwiza HM, et al. Rapid cycle deliberate practice vs. traditional simulation in a resource-limited setting. BMC Med Educ, 2019, 19(1): 314.
8.	陳悅, 劉化俠, 萬學英, 等. 臨床護理教師情景模擬教學培訓認知調查. 齊魯護理雜志, 2015, 21(23): 33-35.
9.	Salciccioli JD, Marshall DC, Sykes M, et al. Basic life support education in secondary schools: a cross-sectional survey in London, UK. BMJ Open, 2017, 7(1): e011436.
10.	Dunn W, Dong Y, Zendejas B, et al. Simulation, mastery learning and healthcare. Am J Med Sci, 2017, 353(2): 158-165.
11.	Lipsky MS, Cone CJ. A review of mastery learning: the roseman model as an illustrative case. Educ Health (Abingdon), 2018, 31(1): 39-42.
12.	Neumar RW, Shuster M, Callaway CW, et al. 2015 American heart association guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation, 2015, 132(18 Suppl 2): S315-S367.
13.	唐兆芳, 萬慎嫻, 童本沁. 情景模擬教學法在低年資護士基礎生命支持培訓中的應用. 護士進修雜志, 2016, 31(4): 352-353.
14.	Kobras M, Langewand S, Murr C, et al. Short lessons in basic life support improve self-assurance in performing cardiopulmonary resuscitation. World J Emerg Med, 2016, 7(4): 255-262.
15.	Watanabe K, Lopez-Colon D, Shuster JJ, et al. Efficacy and retention of basic life support education including automated external defibrillator usage during a physical education period. Prev Med Rep, 2017, 5: 263-267.
16.	Plant N, Taylor K. How best to teach CPR to schoolchildren: a systematic review. Resuscitation, 2013, 84(4): 415-421.

1. 王爽, 王真, 李想, 等. 情景模擬教學法在急診科實習學生心肺復蘇培訓中的應用. 中國實用護理雜志, 2015, 31(30): 2327-2330.
2. 楊艷, 肖杭. PWW 方式在大學生心肺復蘇培訓中的效果分析. 中華急診醫學雜志, 2014, 23(5): 577-579.
3. 蔣婕, 朱瑩, 金奇, 等. 不同培訓模式對醫務人員心肺復蘇培訓的效果評價. 中國急救醫學, 2010, 30(5): 463-465.
4. 張暉, 徐軍, 朱華棟, 等. 傳統培訓和標準視頻培訓在心肺復蘇中的質量效果比較. 中華急診醫學雜志, 2018, 27(6): 699-701.
5. Cheng A, Nadkarni VM, Mancini MB, et al. Resuscitation education science: educational strategies to improve outcomes from cardiac arrest: a scientific statement from the American heart association. Circulation, 2018, 138(6): e82-e122.
6. Boet S, Bould MD, Pigford AA, et al. Retention of basic life support in laypeople: mastery learning vs. time-based education. Prehosp Emerg Care, 2017, 21(3): 362-377.
7. Rosman SL, Nyirasafari R, Bwiza HM, et al. Rapid cycle deliberate practice vs. traditional simulation in a resource-limited setting. BMC Med Educ, 2019, 19(1): 314.
8. 陳悅, 劉化俠, 萬學英, 等. 臨床護理教師情景模擬教學培訓認知調查. 齊魯護理雜志, 2015, 21(23): 33-35.
9. Salciccioli JD, Marshall DC, Sykes M, et al. Basic life support education in secondary schools: a cross-sectional survey in London, UK. BMJ Open, 2017, 7(1): e011436.
10. Dunn W, Dong Y, Zendejas B, et al. Simulation, mastery learning and healthcare. Am J Med Sci, 2017, 353(2): 158-165.
11. Lipsky MS, Cone CJ. A review of mastery learning: the roseman model as an illustrative case. Educ Health (Abingdon), 2018, 31(1): 39-42.
12. Neumar RW, Shuster M, Callaway CW, et al. 2015 American heart association guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation, 2015, 132(18 Suppl 2): S315-S367.
13. 唐兆芳, 萬慎嫻, 童本沁. 情景模擬教學法在低年資護士基礎生命支持培訓中的應用. 護士進修雜志, 2016, 31(4): 352-353.
14. Kobras M, Langewand S, Murr C, et al. Short lessons in basic life support improve self-assurance in performing cardiopulmonary resuscitation. World J Emerg Med, 2016, 7(4): 255-262.
15. Watanabe K, Lopez-Colon D, Shuster JJ, et al. Efficacy and retention of basic life support education including automated external defibrillator usage during a physical education period. Prev Med Rep, 2017, 5: 263-267.
16. Plant N, Taylor K. How best to teach CPR to schoolchildren: a systematic review. Resuscitation, 2013, 84(4): 415-421.

Previous Article
Effect of prolonged oxygen inhalation after total hip arthroplasty on early postoperative rehabilitation in elderly patients
Next Article
Research progress of renal damage in rheumatoid arthritis

West China Medical Journal

Analysis of long-term effect on cardiopulmonary resuscitation skills in medical students with different training methods

Abstract Full text Figures/Tables Video References Cited by

Previous Article

Next Article

Format

Content