Final-year medical students’ knowledge of cardiac arrest and CPR: We must do more!

Baldi, Enrico; Contri, Enrico; Bailoni, Alessandra; Rendic, Kristina; Turcan, Valeria; Donchev, Nikola; Nadareishvili, Ilia; Petrica, Ana Maria; Yerolemidou, Irene; Petrenko, A. V.; Franke, Johannes; Labbe, Gabrielle; Jashari, Redon; Dalí, Alba Pérez; Borg, Jordy; Hertenberger, Niklas; Böttiger, Bernd W.

doi:10.1016/j.ijcard.2019.07.016

Cited by 51 publications

(49 citation statements)

References 34 publications

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“…Studies show that the CA and CPR knowledge in nursing and medical students needs to be improved [5,6]. So the European Resuscitation Council promotes a guidance note to improve CPR knowledge among healthcare students [7].…”

Section: Introductionmentioning

confidence: 99%

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Comparative Effectiveness of Simulation versus Serious Game for Training Nursing Students in Cardiopulmonary Resuscitation: A Randomized Control Trial

Farsi

Yazdani

Butler

et al. 2021

International Journal of Computer Games Technology

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Background. The proper implementation of cardiopulmonary resuscitation (CPR) is crucial in saving patients. Purpose. This study was aimed at evaluating the difference in educating nursing students on CPR when using the traditional simulation training with a mannequin versus a more novel serious game training on the smartphone platform. Methods. This randomized control trial was conducted in 2018-2019. Through purposive sampling, 56 nursing students were selected and randomly assigned to three groups: a simulation-based CPR training, CPR training using a serious game on the smartphone platform, and a control group that received no CPR training. Each student was evaluated pre- and posttraining on CPR knowledge and skill. Results. Both the simulation and serious game training groups increased CPR abilities two weeks after training. The control group did not show improvement in skill or knowledge of CPR. The simulation and serious game intervention groups demonstrated better scores on the knowledge questionnaire and on the CPR skill demonstration in comparison to the control group. However, the simulation group and the serious game group showed no significant difference in knowledge ( 9.55 ± 2.81 vs. 7.77 ± 2.46 ; p = 0.065 ) or CPR skill demonstration ( 27.17 ± 2.81 vs. 25.72 ± 3.98 ; p = 0.988 ). The overall scores for CPR knowledge did not meet minimum expectations (70% score) in either the simulation (47.75%) or serious game (38.85%) group. However, both groups demonstrated adequate CPR skill on demonstration (simulation 87.64% and serious game 83.06%). Conclusions. Both the simulation and serious game training groups were found to increase CPR skill. CPR training would likely benefit from a multimodal approach to education.

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Section: Introductionmentioning

confidence: 99%

“…Studies have pointed positive impact of using new training methods [8,9]. Researchers suggest that new and alternative methods to improve CPR knowledge and skill among healthcare students could be useful [5,6,10]. The success rate of CPR depends on appropriate and effective training.…”

Section: Introductionmentioning

confidence: 99%

Comparative Effectiveness of Simulation versus Serious Game for Training Nursing Students in Cardiopulmonary Resuscitation: A Randomized Control Trial

Farsi

Yazdani

Butler

et al. 2021

International Journal of Computer Games Technology

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show abstract

“…In Switzerland, as in many other countries, junior medical students only possess limited knowledge regarding basic life support (BLS) procedures [ 1 - 6 ]. Medical students are often off-duty when exposed to out-of-hospital cardiac arrests (OHCAs) or to other emergency situations [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study

et al. 2020

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Background In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCAs) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a “first-responder” system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only have limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. Objective Our aim is to determine whether providing first-year medical students with a short intervention followed by an interactive e-learning module can motivate them to enlist as first responders. Methods After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), 2 senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. The reasons given by medical students for refusing to participate will be analyzed. We will also assess how comfortable junior medical students would feel to be integrated into the first responders system at the end of the training program and whether it affects the registration rate. Results The regional ethics committee (Req-2020-01143) and the UGFM vice-dean for undergraduate education have given their approval to the realization of this study, which is scheduled to begin in January 2021. Conclusions This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders. International Registered Report Identifier (IRRID) PRR1-10.2196/24664

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“…In Switzerland, as in many other countries, junior medical students only possess limited knowledge regarding basic life support (BLS) procedures [1][2][3][4][5][6]. Medical students are often off-duty when exposed to out-of-hospital cardiac arrests (OHCAs) or to other emergency situations [7].…”

Section: Introductionmentioning

confidence: 99%

A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study (Preprint)

Suppan¹,

Herren²,

Taramarcaz³

et al. 2020

Preprint

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BACKGROUND In Geneva, Switzerland, basic life support (BLS) maneuvers are provided in only 40% of out-of-hospital cardiac arrests (OHCA) cases. As OHCA outcomes are markedly improved when BLS maneuvers are swiftly applied, a "first-responder" system was introduced in 2019. When emergency dispatchers identify a possible OHCA, first responders receive an alert message on a specific app (Save-a-Life) installed on their smartphones. Those nearest to the victim and immediately available are sent the exact location of the intervention. First-year medical students only possess limited knowledge regarding BLS procedures but might nevertheless need to take care of OHCA victims. Medical students responding to out-of-hospital emergencies are off-duty in half of these situations, and offering junior medical students the opportunity to enlist as first responders might therefore not only improve OHCA outcomes but also foster a greater recognition of the role medical students can hold in our society. OBJECTIVE Our aim is to determine whether providing first-year medical students with a short intervention and with an interactive e-learning module can motivate them to enlist as first responders. METHODS After obtaining the approval of the regional ethics committee and of the vice-dean for undergraduate education of the University of Geneva Faculty of Medicine (UGFM), two senior medical students will present the project to their first-year colleagues at the beginning of a lecture. First-year students will then be provided with a link to an interactive e-learning module which has been designed according to the Swiss Resuscitation Council’s first aid guidelines. After answering a first questionnaire and completing the module, students will be able to register for practice sessions. Those attending and successfully completing these sessions will receive a training certificate which will enable them to enlist as first responders. The primary outcome will be the proportion of first-year medical students enlisting as first responders at the end of the study period. Secondary outcomes will be the proportion of first-year medical students electing to register on the platform, to begin the e-learning module, to complete the e-learning module, to register for practice sessions, to attend the practice sessions, and to obtain a certificate. Descriptive statistics will be used to display results. Student’s t-test will be used to determine a potential association between baseline knowledge and the probability of obtaining a certificate and of enlisting. RESULTS Both the regional ethics committee (Req-2020-01143) and the vice-dean for undergraduate educationof the UGFM have given their approval to the realization of this study, which is scheduled to begin in January 2021. CONCLUSIONS This study should determine whether a short intervention followed by an interactive e-learning module can motivate first-year medical students to enlist as first responders.

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Final-year medical students’ knowledge of cardiac arrest and CPR: We must do more!

Cited by 51 publications

References 34 publications

Comparative Effectiveness of Simulation versus Serious Game for Training Nursing Students in Cardiopulmonary Resuscitation: A Randomized Control Trial

Comparative Effectiveness of Simulation versus Serious Game for Training Nursing Students in Cardiopulmonary Resuscitation: A Randomized Control Trial

A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study

A Short Intervention Followed by an Interactive E-Learning Module to Motivate Medical Students to Enlist as First Responders: Protocol for a Prospective Implementation Study (Preprint)

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