Long-term benefits of chest compression-only cardiopulmonary resuscitation training using real-time visual feedback manikins: a randomized simulation study

Jang, Tae Chang; Ryoo, Hyun Wook; Moon, Sungbae; Ahn, Jae Yun; Lee, Dong‐Eun; Lee, Won Kee; Kwak, Sang Gyu; Kim, Jung ho

doi:10.15441/ceem.20.022

Cited by 9 publications

(8 citation statements)

References 21 publications

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“…It is remarkable that the participants were able to reach almost perfect compression depth during chest compressions and rescue breaths directly after the training and in the follow-up examination. These results are better than results of other studies ( 38 , 39 ). As a limitation, it must be mentioned that pre-training compression depth and rescue breaths were performed correctly only with a median of 6.7 and 0.0%, respectively.…”

Section: Discussioncontrasting

confidence: 80%

Implementation and Evaluation of Resuscitation Training for Childcare Workers

et al. 2022

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Background and ObjectiveChildren spend a large amount of time in daycare centers or schools. Therefore, it makes sense to train caregivers well in first-aid measures in children. The aim of this study is to evaluate whether a multimodal resuscitation training for childcare workers can teach adherence to resuscitation guidelines in a sustainable way.Materials and MethodsCaregivers at a daycare center who had previously completed a first-aid course received a newly developed multimodal resuscitation training in small groups of 7–8 participants by 3 AHA certified PALS instructors and providers. The 4-h focused retraining consisted of a theoretical component, expert modeling, resuscitation exercises on pediatric manikins (Laerdal Resusci Baby QCPR), and simulated emergency scenarios. Adherence to resuscitation guidelines was compared before retraining, immediately after training, and after 6 months. This included evaluation of chest compressions per round, chest compression rate, compression depth, full chest recoil, no-flow time, and success of rescue breaths. For better comparability and interpretation of the results, the parameters were evaluated both separately and summarized in a resuscitation score reflecting the overall adherence to the guidelines.ResultsA total of 101 simulated cardiopulmonary resuscitations were evaluated in 39 participants. In comparison to pre-retraining, chest compressions per round (15.0 [10.0–29.0] vs. 30.0 [30.0–30.0], p < 0.001), chest compression rate (100.0 [75.0–120.0] vs. 112.5 [105–120.0], p < 0.001), correct compression depth (6.7% [0.0–100.0] vs. 100.0% [100.0–100.0], p < 0.001), no-flow time (7.0 s. [5.0–9.0] vs. 4.0 s. [3.0–5.0], p < 0.001), success of rescue breaths (0.0% [0.0–0.0] vs. 100.0% [100.0–100.0], p < 0.001), and resuscitation score were significantly improved immediately after training (3.9 [3.2–4.9] vs. 6.3 [5.6–6.7], p < 0.001). At follow-up, there was no significant change in chest compression rate and success of rescue breaths. Chest compressions per round (30.0 [15.0–30.0], p < 0.001), no-flow time (5.0 s. [4.0–8.0], p < 0.001), compression depths (100.0% [96.7–100.0], p < 0.001), and resuscitation score worsened again after 6 months (5.7 [4.7–6.4], p = 0.03). However, the results were still significantly better compared to pre-retraining.ConclusionOur multimodal cardiopulmonary resuscitation training program for caregivers is effective to increase the resuscitation performance immediately after training. Although the effect diminishes after 6 months, adherence to resuscitation guidelines was significantly better than before retraining.

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Section: Discussioncontrasting

confidence: 80%

Implementation and Evaluation of Resuscitation Training for Childcare Workers

et al. 2022

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“…New education methods might not necessarily replace existing methods, but they may be ideal options for CPR instructors to implement in circumstances such as the COVID-19 pandemic or where close-contact restrictions apply. Previous studies have reported that the average retention length of CPR knowledge and skill was 3 months after an education intervention [20][21][22][23][24][25][26]. Due to a spike of COVID-19 cases in Taiwan, the present study could only observe the length of retention till 1 month after the intervention.…”

Section: Plos Onementioning

confidence: 74%

“…Studies have indicated that hybrid CPR education approaches effectively improve participant knowledge, attitude, skill, and intention to CPR [13,18]. The retention length of CPR knowledge and skill after CPR education courses has also been considered a measurement of CPR education effectiveness, with previous studies having reported an average retention length of CPR knowledge and skill of 3 months after an education intervention [20][21][22][23][24][25][26]. However, there is lack of evidence measuring the results of attitude, and intention to do CPR, and then combining it with length of retention after CPR education.…”

Section: Introductionmentioning

confidence: 99%

Effects of different cardiopulmonary resuscitation education interventions among university students: A randomized controlled trial

Chang

Yang

et al. 2023

PLoS ONE

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Cardiopulmonary resuscitation (CPR) education for the public may improve bystander intention to perform CPR on cardiac arrest patients. Studies have shown that different CPR education intervention methods can improve learning performance, with key indicators including attitude toward to CPR, intention to perform CPR, and degree of CPR knowledge and skills. The present study compared the traditional face-to-face method to hybrid and virtual reality (VR) methods to observe difference in learning performance and length of performance retention. This study adopted randomized controlled trial to compare CPR learning performance between traditional face-to-face, hybrid, and VR methods. Participants from each intervention group completed a pretest and 2 posttests. The measurement tools included an attitude and intention questionnaire, knowledge examination, and skill examination with a RESUSCI ANNE QCPR ® manikin. The performance among all participants in pretest showed no significant difference between the intervention groups, indicating no difference in their background attitude, knowledge, and skill level. Significant differences were observed in the average degree of intention to perform CPR between the hybrid and traditional groups in 1st and 2nd posttest. Compared to the pretest results, the posttests revealed significantly higher attitude toward CPR, intention to perform CPR, knowledge examination results, accuracy of overall chest compression, accuracy of CPR procedure, accuracy of AED usage, accuracy of chest compression rate, and accuracy of chest compression depth. The average time to reattending CPR learning and practice session was 11–12 weeks reported by participants. The hybrid and VR methods to CPR education resulted in the same level of improvement in learning performance as traditional face-to-face teaching. The suggested frequency for renewing CPR knowledge and skills is 12 weeks which may be considered in new strategies aimed at promoting CPR education and exposure to the public.

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“…Estudos evidenciam que a simulação aumenta a percepção do clima de segurança do paciente na terapia do AVE agudo e reduz diretamente o tempo médio de atendimento em 12 minutos, assim como aumenta o número de pacientes que são trombolizados em menos de 30 minutos (TAHTALI et al, 2017;JANG et al, 2020), tornando claro o impacto positivo dessas atividades durante o processo de formação dos alunos. O AVE é uma das emergências mais frequentes nos prontos-socorros, e, para condução do atendimento a esta doença na fase aguda, são exigidos conhecimentos, habilidades, equipe multiprofissional e ações em uma curta janela de tempo (TAHTALI et al, 2017).…”

Section: Discussionunclassified

Simulação realística em urgência e emergência na perspectiva discente

Tozetto¹,

Botelho²

2023

Revista Científica Multidisciplinar Núcleo do Conhecimento

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O ensino médico, após inúmeras mudanças, tem, hoje, o aluno como sujeito ativo na construção do raciocínio clínico, do diagnóstico assertivo e das condutas adequadas. Assim, este trabalho tem como questão norteadora: de que forma a simulação realística em urgência e emergência pode contribuir para identificar as principais dificuldades de aprendizado dos alunos de um curso de medicina? O objetivo deste trabalho está pautado em identificar dificuldades de aprendizado dos alunos de um curso de medicina durante treinamento em atendimentos simulados em situações de urgência e emergência. Sobre a metodologia, trata-se de um estudo transversal, descritivo, com abordagem qualitativa, com amostra constituída por 29 alunos matriculados na disciplina de Urgência e Emergência em Clínica Médica do internato do curso de Medicina de Marabá da Universidade do Estado do Pará (UEPA). Foram realizados treinamento teórico e estações de simulação realística em atendimentos de pacientes em Parada Cardiorrespiratória (PCR), Dor Torácica Aguda (DTA) e Acidente Vascular Encefálico (AVE), com gravações e sessões de debriefing após cada estação prática. Para a coleta de dados, foram utilizados questionários/checklists de avaliação para cada sessão/atendimento, respondidos pelos alunos e pelo professor/avaliador nas 3 situações citadas (PCR/DTA/AVE). Os estudantes também puderam fazer sugestões para melhorar o treinamento simulado nos questionários por eles respondidos. Os dados coletados mostraram uma avaliação positiva do método por parte dos alunos, e o melhor desempenho dos participantes ocorreu nas sessões de treinamento sobre atendimento à PCR (72% dos alunos acertaram mais que 80% das questões) e à AVE (75% dos alunos acertaram mais que 80% das questões). Entre as dificuldades encontradas estão a falta de checklists em locais de fácil visualização durante os atendimentos, a falta de elaboração dos resumos (“flashcards”) para consulta rápida em cada cenário específico, a não utilização de simulação com pacientes atores (podendo-se utilizar, inclusive, os próprios alunos nesses papéis) e a necessidade de maior diversificação dos casos clínicos. Essas sugestões foram importantes, e seriam de fácil implementação durante os cenários citados neste trabalho. Como conclusão, foi possível observar que a simulação realística em urgência e emergência deve ter um lugar de destaque no treinamento de estudantes de medicina. Ressalta-se, porém, que dificuldades são encontradas, e as sugestões e o constante feedback de quem está sendo treinado torna-se muito importante para o aprimoramento contínuo deste método.

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Long-term benefits of chest compression-only cardiopulmonary resuscitation training using real-time visual feedback manikins: a randomized simulation study

Cited by 9 publications

References 21 publications

Implementation and Evaluation of Resuscitation Training for Childcare Workers

Implementation and Evaluation of Resuscitation Training for Childcare Workers

Effects of different cardiopulmonary resuscitation education interventions among university students: A randomized controlled trial

Simulação realística em urgência e emergência na perspectiva discente

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