Evaluation of a newly developed media-supported 4-step approach for basic life support training

Abstract

ObjectiveThe quality of external chest compressions (ECC) is of primary importance within basic life support (BLS). Recent guidelines delineate the so-called 4“-step approach” for teaching practical skills within resuscitation training guided by a certified instructor. The objective of this study was to evaluate whether a “media-supported 4-step approach” for BLS training leads to equal practical performance compared to the standard 4-step approach.Materials and methodsAfter baseline testing, 220 laypersons were either trained using the widely accepted method for resuscitation training (4-step approach) or using a newly created “media-supported 4-step approach”, both of equal duration. In this approach, steps 1 and 2 were ensured via a standardised self-produced podcast, which included all of the information regarding the BLS algorithm and resuscitation skills. Participants were tested on manikins in the same mock cardiac arrest single-rescuer scenario prior to intervention, after one week and after six months with respect to ECC-performance, and participants were surveyed about the approach.ResultsParticipants (age 23 ± 11, 69% female) reached comparable practical ECC performances in both groups, with no statistical difference. Even after six months, there was no difference detected in the quality of the initial assessment algorithm or delay concerning initiation of CPR. Overall, at least 99% of the intervention group (n = 99; mean 1.5 ± 0.8; 6-point Likert scale: 1 = completely agree, 6 = completely disagree) agreed that the video provided an adequate introduction to BLS skills.ConclusionsThe “media-supported 4-step approach” leads to comparable practical ECC-performance compared to standard teaching, even with respect to retention of skills. Therefore, this approach could be useful in special educational settings where, for example, instructors’ resources are sparse or large-group sessions have to be prepared.

A prospective, blinded evaluation of a video-assisted ‘4-stage approach’ during undergraduate student practical skills training

“…Our results are therefore similar to those of Sopka et al who studied a media-assisted 4-SA for training basic life support (BLS) and showed that media-assisted 4-SA was equivalent to traditional 4-SA in teaching BLS [9]. …”

Teaching basic life support with an automated external defibrillator using the two-stage or the four-stage teaching technique

“…Previous studies have evaluated relatively simple skills, which may explain why no benefit was found [14][15][16]25]. This study investigated BLS/AED, which includes performance of 17 individual actions, almost twice as many steps as in insertion of a laryngeal mask airway (nine individual actions) as that used in one of the previous studies [14].…”

“…Only few studies have previously investigated the effect of a two-stage versus a four-stage teaching technique [14][15][16]25]. Healthcare professionals or students of healthcare professions constituted the study populations in previous studies.…”

“Best Practice” Skills Lab Training vs. a “see one, do one” Approach in Undergraduate Medical Education: An RCT on Students’ Long-Term Ability to Perform Procedural Clinical Skills

“…Amongst it are feedback and repetitive practice as key factors of effective SBME [5], and instruction methods like Peyton’s “Four-Step-Approach” which seems to provide a reliable and yet quite popular teaching method [22]. In this respect, it was implemented as standard instruction for resuscitation courses of the European Resuscitation Council [23]. There is, however, conflicting evidence whether skills lab teaching following a “best practice” approach (BPSL) leads to a better performance than other established teaching methods, for example a more traditional teacher-centred “see one, do one” approach (TRAD), which is a main component of clinical bedside teaching [24].…”