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首页> 外文期刊>BMC Medical Education >Combination of problem-based learning with high-fidelity simulation in CPR training improves short and long-term CPR skills: a randomised single blinded trial
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Combination of problem-based learning with high-fidelity simulation in CPR training improves short and long-term CPR skills: a randomised single blinded trial

机译：在CPR培训中将基于问题的学习与高保真模拟相结合可提高短期和长期的CPR技能：一项随机单盲试验

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Performance of sufficient cardiopulmonary resuscitation (CPR) by medical personnel is critical to improve outcomes during cardiac arrest. It has however been shown that even health care professionals possess a lack of knowledge and skills in CPR performance. The optimal method for teaching CPR remains unclear, and data that compares traditional CPR instructional methods with newer modalities of CPR instruction are needed. We therefore conducted a single blinded, randomised study involving medical students in order to evaluate the short- and long-term effects of a classical CPR education compared with a bilateral approach to CPR training, consisting of problem-based learning (PBL) plus high fidelity simulation. One hundred twelve medical students were randomized during a curricular anaesthesiology course to a control (n?=?54) and an intervention (n?=?58) group. All participants were blinded to group assignment and partook in a 30-min-lecture on CPR basics. Subsequently, the control group participated in a 90-min tutor-guided CPR hands-on-training. The intervention group took part in a 45-min theoretical PBL module followed by 45?min of high fidelity simulated CPR training. The rate of participants recognizing clinical cardiac arrest followed by sufficiently performed CPR was the primary outcome parameter of this study. CPR performance was evaluated after the intervention. In addition, a follow-up evaluation was conducted after 6 months. 51.9% of the intervention group met the criteria of sufficiently performed CPR as compared to only 12.5% in the control group on the day of the intervention (p?=?0.007). Hands-off-time as a marker for CPR continuity was significantly less in the intervention group (24.0%) as compared to the control group (28.3%, p?=?0.007, Hedges’ g?=?1.55). At the six-month follow-up, hands-off-time was still significantly lower in the intervention group (23.7% vs. control group: 31.0%, p?=?0.006, Hedges’ g?=?1.88) but no significant difference in sufficiently performed CPR was detected (intervention group: 71.4% vs. control group: 54.5%, p?=?0.55). PBL combined with high fidelity simulation training leads to a measurable short-term increase in initiating sufficient CPR by medical students immediately after training as compared to classical education. At six month post instruction, these differences remained only partially.
机译：医务人员进行充分的心肺复苏（CPR）对于改善心脏骤停期间的结局至关重要。然而，已经表明，即使是卫生保健专业人员也缺乏在心肺复苏术中的知识和技能。进行心肺复苏术的最佳方法仍不清楚，需要将传统心肺复苏术教学方法与较新的心肺复苏术教学模式进行比较的数据。因此，我们进行了一项涉及医学生的单盲，随机研究，目的是评估经典CPR教育与双边CPR培训（包括基于问题的学习（PBL）和高保真度）的双边方法相比的短期和长期效果模拟。在课程麻醉学课程中，将112名医学生随机分为对照组（n？=？54）和干预组（n？=？58）。所有参与者都对小组作业不了解，并参加了30分钟的心肺复苏基础知识讲座。随后，对照组参加了为时90分钟的导师指导的心肺复苏术动手训练。干预小组参加了45分钟的理论PBL模块，然后参加了45分钟的高保真模拟CPR训练。参与者认识到临床心脏骤停后进行充分的CPR的比率是这项研究的主要结果参数。干预后评估CPR表现。另外，六个月后进行了随访评估。干预组中有51.9％满足了充分进行心肺复苏的标准，而对照组在干预当天只有12.5％（p？=？0.007）。与对照组（28.3％，p？=？0.007，Hedges'g？=？1.55）相比，干预组（24.0％）的放手时间作为CPR连续性的标志显着减少。在六个月的随访中，干预组的动手时间仍显着减少（23.7％，而对照组：31.0％，p = 0.006，Hedges'g = 1.88），但无统计学意义。在充分执行的CPR中发现差异（干预组：71.4％，而对照组：54.5％，p≤0.55）。与经典教育相比，PBL与高保真模拟训练相结合可导致医学学员在接受训练后立即发起足够的CPR的可测量的短期增加。授课后六个月，这些差异仅部分保留。

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