Peer assessment of resuscitation skills

Bucknall, V.; Sobic, Elizabeth M.; Wood, Hannah; Howlett, Sally C.; Taylor, Rebecca; Perkins, Gavin D.

doi:10.1016/j.resuscitation.2007.12.003

Cited by 35 publications

(27 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Senior students assessed candidates using set written criteria (which varied only to reflect changes in ERC guidelines, as shown in Additional file 1: Figure S1) and were moderated by external faculty. We have previously shown that agreement between external faculty and student observers is high and do not envisage that the results of this study were affected by the nature of candidates’ assessment [14]. …”

Section: Discussionmentioning

confidence: 94%

“…Instructors are trained to meet international standards, and deliver teaching in accordance with recommendations from the ERC and to the same standard as external faculty [14]. For the periods from which the data included in this study is taken, teaching standards were rigorously reviewed by the same experienced external faculty members for similar periods of time.…”

Section: Discussionmentioning

confidence: 99%

“…As has been previously described, first year preclinical medicine, dentistry and physiotherapy students receive innovative peer-led BLS tuition within our institution [13,14]. Due to their lack of clinical knowledge and experience, all are taught and assessed as lay-rescuers.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Comparison of the quality of basic life support provided by rescuers trained using the 2005 or 2010 ERC guidelines

Jones

Owen

Thorne

et al. 2012

Scand J Trauma Resusc Emerg Med

View full text Add to dashboard Cite

IntroductionEffective delivery of cardiopulmonary resuscitation (CPR) and prompt defibrillation following sudden cardiac arrest (SCA) is vital. Updated guidelines for adult basic life support (BLS) were published in 2010 by the European Resuscitation Council (ERC) in an effort to improve survival following SCA. There has been little assessment of the ability of rescuers to meet the standards outlined within these new guidelines.MethodsWe conducted a retrospective analysis of the performance of first year healthcare students trained and assessed using either the new 2010 ERC guidelines or their 2005 predecessor, within the University of Birmingham, United Kingdom. All students were trained as lay rescuers during a standardised eight hour ERC-accredited adult BLS course.ResultsWe analysed the examination records of 1091 students. Of these, 561 were trained and assessed using the old 2005 ERC guidelines and 530 using the new 2010 guidelines. A significantly greater proportion of candidates failed in the new guideline group (16.04% vs. 11.05%; p < 0.05), reflecting a significantly greater proportion of lay-rescuers performing chest compressions at too fast a rate when trained and assessed with the 2010 rather than 2005 guidelines (6.04% vs. 2.67%; p < 0.05). Error rates for other skills did not differ between guideline groups.ConclusionsThe new ERC guidelines lead to a greater proportion of lay rescuers performing chest compressions at an erroneously fast rate and may therefore worsen BLS efficacy. Additional study is required in order to define the clinical impact of compressions performed to a greater depth and at too fast a rate.

show abstract

Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of the quality of basic life support provided by rescuers trained using the 2005 or 2010 ERC guidelines

Jones

Owen

Thorne

et al. 2012

Scand J Trauma Resusc Emerg Med

View full text Add to dashboard Cite

show abstract

“…The innovative, peer-led course from which study participants were recruited has been extensively described previously, and is of high repute 10 11. This programme, which utilises senior healthcare students trained as ERC BLS/AED instructors, follows a standardised 8 h syllabus.…”

Section: Methodsmentioning

confidence: 99%

Rescuer fatigue under the 2010 ERC guidelines, and its effect on cardiopulmonary resuscitation (CPR) performance

et al. 2012

View full text Add to dashboard Cite

show abstract

“…Peer nomination (McCormack et al 2007) or performance ranking (Reiter et al 2002) was excluded too for similar reasons. Studies describing peer assessment of group performance without presenting data of individual performance (Miller 2003) or studies presenting differences in educational level between peer assessors and those to be assessed (Davis & Inamdar 1988;Wendling & Hoekstra 2002;Field et al 2007;Bucknall et al 2008;Ljungman & Silén 2008;Maker & Donnelly 2008), e.g. senior or graduating students versus first year students, do not fit the concept of peer assessment as defined by Topping (1998).…”

Section: Methodsmentioning

confidence: 99%

Reliability and validity of student peer assessment in medical education: A systematic review

et al. 2011

View full text Add to dashboard Cite

Background: Peer assessment has been demonstrated to be an effective educational intervention for health science students. Aims: This study aims to give an overview of all instruments or questionnaires for peer assessments used in medical and allied health professional educational settings and their psychometric characteristics as described in literature. Methods: A systematic literature search was carried out using the electronic databases Pubmed, Embase, ERIC, PsycINFO and Web of Science, including all available inclusion dates up to May 2010. Results: Out of 2899 hits, 28 studies were included, describing 22 different instruments for peer assessment in mainly medical educational settings. Although most studies considered professional behaviour as a main subject of assessment and described peer assessment usually as an assessment tool, great diversity was found in educational settings and application of peer assessment, dimensions or constructs as well as number of items and scoring system per questionnaire, and in psychometric characteristics. Conclusions: Although quite a few instruments of peer assessment have been identified, many questionnaires did not provide sufficient psychometric data. Still, the final choice of an instrument for educational purposes can only be justified by its sufficient reliability and validity as well as the discriminative and evaluative purposes of the assessment.

show abstract

Peer assessment of resuscitation skills

Cited by 35 publications

References 18 publications

Comparison of the quality of basic life support provided by rescuers trained using the 2005 or 2010 ERC guidelines

Comparison of the quality of basic life support provided by rescuers trained using the 2005 or 2010 ERC guidelines

Rescuer fatigue under the 2010 ERC guidelines, and its effect on cardiopulmonary resuscitation (CPR) performance

Reliability and validity of student peer assessment in medical education: A systematic review

Contact Info

Product

Resources

About