Instructors must be trained the ability to evaluate chest compressions

Yamahata, Yoshihiro; Ohta, Bon; Irie, Jin; Takebe, Kotaro

doi:10.1016/j.resuscitation.2014.03.125

Cited by 4 publications

(9 citation statements)

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“… 25 In the other study, a motion capture camera was used to evaluate the ability of instructors to assess chest compressions and the recorded videos were also used to improve the self‐learning ability. 31 The result showed that novice instructors are able to improve the assessment of chest compression after self‐training, but remain below the level of experienced instructors. 31 …”

Section: Resultsmentioning

confidence: 99%

“… 31 The result showed that novice instructors are able to improve the assessment of chest compression after self‐training, but remain below the level of experienced instructors. 31 …”

Section: Resultsmentioning

confidence: 99%

“…A search of the databases identified a total of 13 219 records. After removing 2909 duplicates, 10 310 records were screened by reviewing the titles and abstracts; 107 potentially relevant records were included in the full‐text assessment and a total of 20 studies, 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 including 5 conference abstracts, 15 , 21 , 25 , 26 , 31 1 short communication 29 and 14 full‐length articles, † were included in the final analysis. A flow diagram of the reviewing process is shown in Figure .…”

Section: Resultsmentioning

confidence: 99%

“…A flow diagram of the reviewing process is shown in Figure . There were 6 randomized controlled trials, 12 , 14 , 16 , 17 , 18 , 20 12 nonrandomized studies, 15 , 19 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 and 2 descriptive surveys. 13 , 23 Interventions in the included studies are shown in Table 1 .…”

Section: Resultsmentioning

confidence: 99%

“…We identified 3 studies focusing on using assessment tools to improve the assessment skills and confidence of the instructors. 12 , 25 , 31 In 1 study, real‐time compression feedback devices were introduced to AHA‐certified CPR instructor/coordinators to determine chest compression quality and the accuracy. It was shown that all included CPR instructor/coordinators performed suboptimal chest compressions at baseline but improved after real‐time feedback, while assessment accuracy remained poor after using real‐time compression feedback.…”

Section: Resultsmentioning

confidence: 99%

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Faculty Development Approaches for Life Support Courses: A Scoping Review

Hsieh

Cheng

et al. 2022

JAHA

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The aim of this scoping review initiated by the Education, Implementation and Teams Task Force of the International Liaison Committee on Resuscitation was to identify faculty development approaches to improve instructional competence in accredited life support courses. We searched PubMed, Ovid Embase, Cumulative Index to Nursing and Allied Health Literature, and the Cochrane Central Register of Controlled Trials to identify studies published from January 1, 1966 to December 31, 2021 on approaches to improve faculty development for life support courses. Data on participant characteristics, interventions, design, and outcomes of included studies were extracted. Of the initially identified 10 310 studies, we included 20 studies (5 conference abstracts, 1 short communication, 14 full‐length articles). Among them, 12 studies aimed to improve instructors/candidates’ teaching ability in basic life support courses. A wide variety of interventions were identified. The interventions were categorized into 4 themes: instructor qualification/training (n=9), assessment tools (n=3), teaching skills enhancement (n=3), and additional courses for instructors (n=5). Most studies showed that these interventions improved specific teaching ability or confidence of the instructors and learning outcomes in different kinds of life support courses. However, no studies addressed clinical outcomes of patients. In conclusion, the faculty development approaches for instructors are generally associated with improved learning outcomes for participants, and also improved teaching ability and self‐confidence of the instructors. It is encouraged that local organizations implement faculty development programs for their teaching staff of their accredited resuscitation courses. Further studies should explore the best ways to strengthen and maintain instructor competency, and define the cost‐effectiveness of various different faculty development strategies.

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Section: Resultsmentioning

confidence: 99%

“… 31 The result showed that novice instructors are able to improve the assessment of chest compression after self‐training, but remain below the level of experienced instructors. 31 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Faculty Development Approaches for Life Support Courses: A Scoping Review

Hsieh

Cheng

et al. 2022

JAHA

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2022 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations: Summary From the Basic Life Support; Advanced Life Support; Pediatric Life Support; Neonatal Life Support; Education, Implementation, and Teams; and First Aid Task Forces

Wyckoff¹,

Greif²,

Morley³

et al. 2022

Resuscitation

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2022 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations: Summary From the Basic Life Support; Advanced Life Support; Pediatric Life Support; Neonatal Life Support; Education, Implementation, and Teams; and First Aid Task Forces

Wyckoff¹,

Greif²,

Morley³

et al. 2022

Circulation

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This is the sixth annual summary of the International Liaison Committee on Resuscitation International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. This summary addresses the most recently published resuscitation evidence reviewed by International Liaison Committee on Resuscitation Task Force science experts. Topics covered by systematic reviews include cardiopulmonary resuscitation during transport; approach to resuscitation after drowning; passive ventilation; minimizing pauses during cardiopulmonary resuscitation; temperature management after cardiac arrest; use of diagnostic point-of-care ultrasound during cardiac arrest; use of vasopressin and corticosteroids during cardiac arrest; coronary angiography after cardiac arrest; public-access defibrillation devices for children; pediatric early warning systems; maintaining normal temperature immediately after birth; suctioning of amniotic fluid at birth; tactile stimulation for resuscitation immediately after birth; use of continuous positive airway pressure for respiratory distress at term birth; respiratory and heart rate monitoring in the delivery room; supraglottic airway use in neonates; prearrest prediction of in-hospital cardiac arrest mortality; basic life support training for likely rescuers of high-risk populations; effect of resuscitation team training; blended learning for life support training; training and recertification for resuscitation instructors; and recovery position for maintenance of breathing and prevention of cardiac arrest. Members from 6 task forces have assessed, discussed, and debated the quality of the evidence using Grading of Recommendations Assessment, Development, and Evaluation criteria and generated consensus treatment recommendations. Insights into the deliberations of the task forces are provided in the Justification and Evidence-to-Decision Framework Highlights sections, and priority knowledge gaps for future research are listed.

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Instructors must be trained the ability to evaluate chest compressions

Cited by 4 publications

References 0 publications

Faculty Development Approaches for Life Support Courses: A Scoping Review

Faculty Development Approaches for Life Support Courses: A Scoping Review

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