Influence of pre-course assessment using an emotionally activating stimulus with feedback: A pilot study in teaching Basic Life Support

Beckers, Stefan; Biermann, Hannah; Sopka, Saša; Skorning, Max; Brokmann, J.C.; Heussen, Nicole; Rossaint, Rolf; Younker, Jackie

doi:10.1016/j.resuscitation.2011.08.024

Cited by 16 publications

(14 citation statements)

References 31 publications

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“…However, although our gender-divided groups (F and M) differed significantly with respect to height and weight as expected, there was no significant difference with respect to the proportion of adequately deep compressions. In fact, the male group in our study showed significantly more too deep compressions than the other two groups, a finding observed by other studies as well [20]. Moreover, we couldn’t find evidence that physical properties influence the compression rate performance of adults.…”

Section: Discussioncontrasting

confidence: 76%

Resuscitation training in small-group setting – gender matters

Sopka

Biermann²,

Rossaint³

et al. 2013

Scand J Trauma Resusc Emerg Med

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BackgroundWithin cardiopulmonary resuscitation external chest compressions (ECC) are of outstanding importance. Frequent training in Basic Life Support (BLS) may improve the performance, but the perfect method or environment is still a matter of research. The objective of this study was to evaluate whether practical performance and retention of skills in resuscitation training may be influenced by the gender composition in learning groups.MethodsParticipants were allocated to three groups for standardized BLS-training: Female group (F): only female participants; Male group (M): only male participants; Standard group (S): male and female participants. All groups were trained with the standardized 4-step-approach method. Assessment of participants’ performance was done before training (t1), after one week (t2) and eight months later (t3) on a manikin in the same cardiac arrest single-rescuer-scenario. Participants were 251 Laypersons (mean age 21; SD 4; range 18–42 years; females 63%) without previous medical knowledge. Endpoints: compression rate 90-110/min; mean compression depth 38–51 mm. Standardized questionnaires were used for the evaluation of attitude and learning environment.ResultsAfter one week group F performed significantly better with respect to the achievement of the correct mean compression depth (F: 63% vs. S: 43%; p = 0.02). Moreover, groups F and S were the only groups which were able to improve their performance concerning the mean compression rate (t1: 35%; t3: 52%; p = 0.04). Female participants felt more comfortable in the female–only environment.ConclusionsResuscitation training in gender-segregated groups has an effect on individual performance with superior ECC skills in the female-only learning groups.Female participants could improve their skills by a more suitable learning environment, while male participants in the standard group felt less distracted by their peers than male participants in the male-only group.

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Section: Discussioncontrasting

confidence: 76%

Resuscitation training in small-group setting – gender matters

Sopka

Biermann²,

Rossaint³

et al. 2013

Scand J Trauma Resusc Emerg Med

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“…It is well known that educational feedback, such as that given in the VPs, is the most important feature of simulation-based education [ 33 ]. Interacting with clinical case scenarios might also provide an emotionally activating stimulus to get trainees involved as it supports the acquisition and retention of skills [ 36 ]. For complex procedures, current learning theories support a reasonable simple-to-complex learning process that facilitates learning [ 37 , 38 ].…”

Section: Discussionmentioning

confidence: 99%

Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial

Lehmann¹,

Thiessen²,

Frick³

et al. 2015

J Med Internet Res

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BackgroundE-learning and blended learning approaches gain more and more popularity in emergency medicine curricula. So far, little data is available on the impact of such approaches on procedural learning and skill acquisition and their comparison with traditional approaches.ObjectiveThis study investigated the impact of a blended learning approach, including Web-based virtual patients (VPs) and standard pediatric basic life support (PBLS) training, on procedural knowledge, objective performance, and self-assessment.MethodsA total of 57 medical students were randomly assigned to an intervention group (n=30) and a control group (n=27). Both groups received paper handouts in preparation of simulation-based PBLS training. The intervention group additionally completed two Web-based VPs with embedded video clips. Measurements were taken at randomization (t0), after the preparation period (t1), and after hands-on training (t2). Clinical decision-making skills and procedural knowledge were assessed at t0 and t1. PBLS performance was scored regarding adherence to the correct algorithm, conformance to temporal demands, and the quality of procedural steps at t1 and t2. Participants’ self-assessments were recorded in all three measurements.ResultsProcedural knowledge of the intervention group was significantly superior to that of the control group at t1. At t2, the intervention group showed significantly better adherence to the algorithm and temporal demands, and better procedural quality of PBLS in objective measures than did the control group. These aspects differed between the groups even at t1 (after VPs, prior to practical training). Self-assessments differed significantly only at t1 in favor of the intervention group.ConclusionsTraining with VPs combined with hands-on training improves PBLS performance as judged by objective measures.

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“…A similar approach was described by Beckers et al , 15 who used an emotional stimulus by asking the participants to imagine that the mannequin was someone emotionally related to them combined with feedback following the performance. 15 The effects of emotional activation created in this study persisted even without the additional feedback and still created satisfying results in terms of CD and CR 6 months after the intervention. This finding seems to be due to the higher and repetitive cognitive management of the topic.…”

Section: Discussionmentioning

confidence: 99%

“…This training intervention has thus far been mostly unappreciated, despite the fact that there are several interesting indicators that suggest that emotional stimuli could amplify the effects of the learning process. 15–17 This goes back to neuroscientific research stating the modulating impact of emotions on attention and memory functions, especially if the stimulus refers to existing neuronal networks and implies social importance. 18–22 An important kind of memory triggered by emotional stimuli is the person’s estimate of his or her ability to cope with an arising threat.…”

Section: Introductionmentioning

confidence: 99%

Comparison of a newly established emotional stimulus approach to a classical assessment-driven approach in BLS training: a randomised controlled trial

et al. 2018

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ObjectiveThe study objective was to implement two strategies (short emotional stimulus vs announced practical assessment) in the teaching of resuscitation skills in order to evaluate whether one led to superior outcomes.SettingThis study is an educational intervention provided in one German academic university hospital.ParticipantsFirst-yearmedical students (n=271) during the first3 weeks of their studies.InterventionsParticipants were randomly assigned to one of two groups following a sequence of random numbers: the emotional stimulus group (EG) and the assessment group (AG). In the EG, the intervention included watching an emotionally stimulating video prior to the Basic Life Support (BLS) course. In the AG, a practical assessment of the BLS algorithm was announced and tested within a 2 min simulated cardiac arrest scenario. After the baseline testing, a standardised BLS course was provided. Evaluation points were defined 1 week and 6 months after.Primary outcome measuresCompression depth (CD) and compression rate (CR) were recorded as the primary endpoints for BLS quality.ResultsWithin the study, 137 participants were allocated to the EG and 134 to the AG. 104 participants from EG and 120 from AG were analysed1 week after the intervention, where they reached comparable chest-compression performance without significant differences (CR P=0.49; CD P=0.28). The chest-compression performance improved significantly for the EG (P<0.01) and the AG (P<0.01) while adhering to the current resuscitation guidelines criteria for CD and CR.ConclusionsThere was no statistical difference between both groups’ practical chest-compression-performance. Nevertheless, the 2 min video sequence used in the EG with its low production effort and costs, compared with the expensive assessment approach, provides broad opportunities for applicability in BLS training.

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Influence of pre-course assessment using an emotionally activating stimulus with feedback: A pilot study in teaching Basic Life Support

Cited by 16 publications

References 31 publications

Resuscitation training in small-group setting – gender matters

Resuscitation training in small-group setting – gender matters

Improving Pediatric Basic Life Support Performance Through Blended Learning With Web-Based Virtual Patients: Randomized Controlled Trial

Comparison of a newly established emotional stimulus approach to a classical assessment-driven approach in BLS training: a randomised controlled trial

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