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：

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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. 情景模拟教学法在急诊科实习学生心肺复苏培训中的应用. 中国实用护理杂志, 2015, 31(30): 2327-2330.
2.	杨艳, 肖杭. PWW 方式在大学生心肺复苏培训中的效果分析. 中华急诊医学杂志, 2014, 23(5): 577-579.
3.	蒋婕, 朱莹, 金奇, 等. 不同培训模式对医务人员心肺复苏培训的效果评价. 中国急救医学, 2010, 30(5): 463-465.
4.	张晖, 徐军, 朱华栋, 等. 传统培训和标准视频培训在心肺复苏中的质量效果比较. 中华急诊医学杂志, 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.	陈悦, 刘化侠, 万学英, 等. 临床护理教师情景模拟教学培训认知调查. 齐鲁护理杂志, 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, 万慎娴, 童本沁. 情景模拟教学法在低年资护士基础生命支持培训中的应用. 护士进修杂志, 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. 情景模拟教学法在急诊科实习学生心肺复苏培训中的应用. 中国实用护理杂志, 2015, 31(30): 2327-2330.
2. 杨艳, 肖杭. PWW 方式在大学生心肺复苏培训中的效果分析. 中华急诊医学杂志, 2014, 23(5): 577-579.
3. 蒋婕, 朱莹, 金奇, 等. 不同培训模式对医务人员心肺复苏培训的效果评价. 中国急救医学, 2010, 30(5): 463-465.
4. 张晖, 徐军, 朱华栋, 等. 传统培训和标准视频培训在心肺复苏中的质量效果比较. 中华急诊医学杂志, 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. 陈悦, 刘化侠, 万学英, 等. 临床护理教师情景模拟教学培训认知调查. 齐鲁护理杂志, 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, 万慎娴, 童本沁. 情景模拟教学法在低年资护士基础生命支持培训中的应用. 护士进修杂志, 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.

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