04 / QCPR Feedback Trial: Using a feedback device improves chest compression quality during randomized pediatric resuscitation training

2018 ◽  
Author(s):  
Michael Wagner
Keyword(s):  
Chest Compression ◽  
Feedback Trial ◽  
Pediatric Resuscitation ◽  
Resuscitation Training

scholarly journals Effect of the Use of Metronome Feedback on the Quality of Pediatric Cardiopulmonary Resuscitation

2021 ◽  
Vol 18 (15) ◽  
pp. 8087
Author(s):  
Dongjun Yang ◽  
Wongyu Lee ◽  
Jehyeok Oh
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Chest Compression ◽  
Healthcare Providers ◽  
Compression Rate ◽  
Audio Feedback ◽  
Simple Method ◽  
Compression Depth ◽  
Pediatric Resuscitation ◽  
Cpr Quality

Although the use of audio feedback with devices such as metronomes during cardiopulmonary resuscitation (CPR) is a simple method for improving CPR quality, its effect on the quality of pediatric CPR has not been adequately evaluated. In this study, 64 healthcare providers performed CPR (with one- and two-handed chest compression (OHCC and THCC, respectively)) on a pediatric resuscitation manikin (Resusci Junior QCPR), with and without audio feedback using a metronome (110 beats/min). CPR was performed on the floor, with a compression-to-ventilation ratio of 30:2. For both OHCC and THCC, the rate of achievement of an adequate compression rate during CPR was significantly higher when performed with metronome feedback than that without metronome feedback (CPR with vs. without feedback: 100.0% (99.0, 100.0) vs. 94.0% (69.0, 99.0), p < 0.001, for OHCC, and 100.0% (98.5, 100.0) vs. 91.0% (34.5, 98.5), p < 0.001, for THCC). However, the rate of achievement of adequate compression depth during the CPR performed was significantly higher without metronome feedback than that with metronome feedback (CPR with vs. without feedback: 95.0% (23.5, 99.5) vs. 98.5% (77.5, 100.0), p = 0.004, for OHCC, and 99.0% (95.5, 100.0) vs. 100.0% (99.0, 100.0), p = 0.003, for THCC). Although metronome feedback during pediatric CPR could increase the rate of achievement of adequate compression rates, it could cause decreased compression depth.

Abstract 19197: No Difference in Retention of BLS/AED Skills When Teaching Laypersons Using Four-stage and Two-stage Teaching Technique: A Randomized Comparison

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Katrine Bjørnshave ◽  
Lise Q Krogh ◽  
Svend B Hansen ◽  
Mette A Nebsbjerg ◽  
Troels Thim ◽  
...  
Keyword(s):  
Chest Compression ◽  
Health Care Professionals ◽  
Pass Rate ◽  
Two Stage ◽  
Compression Depth ◽  
Training Technique ◽  
Resuscitation Training ◽  
Compression Cycle ◽  
Teaching Technique ◽  
Total Average

Introduction: The ability of laypersons to perform BLS/AED increases immediately after resuscitation training. Studies indicate that resuscitation skills rapidly decay after initial training, however it is unknown whether teaching technique influence retention of skill. Aim: To study the retention of BLS/AED skills three months after training when teaching laypersons using a four-stage and two-stage teaching technique. Methods: Laypersons (exclusion: health care professionals/students) were randomized to a standardized ERC BLS/AED courses using the four-stage teaching technique or to courses with the same content but modified to a two-stage teaching technique. Participants were tested in a simulated cardiac arrest scenario three months (±five days) after their course to assess retention of BLS/AED. Tests were video recorded and reviewed by two independent assessors blinded to training technique. Skills were assessed using the ERC BLS/AED assessment form. The primary endpoint was passing the test (17 out of 17 skills adequately performed). Results: A total of 160 participants were included in the study. No difference was found in pass rate immediately after training (diff. -1.6%; 95%CI -17.9%; 14.6%). There was no statistical difference in retention of BLS/AED skills (pass rate: both 11%, diff. -0.4%; 95%CI -28%-27%) three months after training . Total average skills adequately performed (of 17) were 13.7 versus 13.3 among laypersons trained with the four-stage (n=64) and the two-stage technique (n=64). No difference was found in number of chest compressions delivered per compression cycle (29±2.8 vs 30±3.1), chest compression rate (107±17 vs 108±19 minute-1), chest compression depth (46±11 vs 43±12 mm), number of effective rescue breaths between compression cycles (1.6±0.7 vs 1.6±0.5) and tidal volume (0.6±0.4 0.7±0.4 L). Conclusion: We found no difference in retention of BLS/AED skills among laypersons taught using a four-stage teaching technique compared to a two-stage teaching technique.

scholarly journals Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
M. Binkhorst ◽  
J M Th Draaisma ◽  
Y. Benthem ◽  
E. M. R. van de Pol ◽  
M. Hogeveen ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Basic Life Support ◽  
Life Support ◽  
Controlled Trial ◽  
Training Session ◽  
Real Life ◽  
Pediatric Resuscitation ◽  
Resuscitation Training ◽  
Skill Performance

Abstract Background Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges. Methods A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively. Results Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups. Conclusions Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored. Trial registration ISRCTN, ISRCTN69038759. Registered December 12th, 2019 – Retrospectively registered.

scholarly journals Training in cardiopulmonary resuscitation provided by medical students, residents and specialists: A non-inferiority trial

2017 ◽  
Vol 25 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Dan Sebastian Dîrzu ◽  
Natalia Hagău ◽  
Theodor Boț ◽  
Loredana Fărcaș ◽  
Sanda Maria Copotoiu
Keyword(s):  
High School ◽  
Intensive Care ◽  
High School Students ◽  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Chest Compression ◽  
Life Support ◽  
School Students ◽  
Definitive Answer ◽  
Resuscitation Training

Introduction: No definitive answer has been given to the question ‘who should teach cardiopulmonary resuscitation?’ Healthcare professionals and high school teachers are mostly the trainers, but medical students are increasingly being used for this purpose. Methods: We divided 296 high school students in three groups based on trainer professional level. Medical students, anaesthesia and intensive care residents, and anaesthesia and intensive care specialists provided basic life support training. We tested their theoretical knowledge with the help of a multiple-choice question questionnaire and practical abilities with the help of a medical simulator, recording chest compression frequency as the primary outcome parameter. Results: The study shows comparable results in all groups, with the exception of the chest compression frequency which was higher in the students’ and residents’ groups (students: 134.7/min ± 14.1; residents: 137.9/min ± 15.9; specialists: 126.3/min ± 19.3). Increased rates were not associated with lower depths (39.0 mm ± 8.2, 40.5 mm ± 9.7, and 38.1 mm ± 8.2), so the quality of compressions provided may be seen as equivalent in all the study groups. Conclusion: Our data suggest that medical students may be as effective as anaesthesia and intensive care specialists and residents in cardiopulmonary resuscitation training.

Pediatric resuscitation training—Instruction all at once or spaced over time?

Resuscitation ◽  
2015 ◽  
Vol 88 ◽  
pp. 6-11 ◽  
Author(s):  
Catherine Patocka ◽  
Farooq Khan ◽  
Alexander Sasha Dubrovsky ◽  
Danny Brody ◽  
Ilana Bank ◽  
...  
Keyword(s):  
Pediatric Resuscitation ◽  
Resuscitation Training ◽  
Over Time

The Effectiveness of Remote Facilitation in Simulation-Based Pediatric Resuscitation Training for Medical Students

2017 ◽  
Vol 33 (8) ◽  
pp. 564-569 ◽  
Author(s):  
Kunio Ohta ◽  
Hiroshi Kurosawa ◽  
Yuko Shiima ◽  
Takanari Ikeyama ◽  
James Scott ◽  
...  
Keyword(s):  
Medical Students ◽  
Pediatric Resuscitation ◽  
Resuscitation Training ◽  
Simulation Based

scholarly journals The Effectiveness of Cardiopulmonary Resuscitation Training Using Feedback System on Chest Compression: A Comparative Study Between Doctor and Nurse

2019 ◽  
Vol 4 (12) ◽  
pp. 308
Author(s):  
E Muliyah ◽  
O Marciano ◽  
E Sutanto ◽  
D Muktiarti ◽  
I R Sianipar ◽  
...  
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Comparative Study ◽  
Chest Compression ◽  
Feedback System ◽  
Resuscitation Training

.

Sign in / Sign up

Export Citation Format

Share Document