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Educational polymorphisms of basic life support algorithms
George Briassoulis1, Panagiotis Briassoulis, Efrossini Briassouli
1School of Health Sciences, University of Crete, Heraklion, Crete, Greece. ggbriass@otenet.gr
Journal of Evaluation in Clinical Practice
|June 18, 2010
Summary
Complex basic life support (BLS) algorithms hinder cardiopulmonary resuscitation (CPR) retention. A simple "all-in-one" CPR algorithm may improve instructor effectiveness and rescuer performance in emergencies.
Area of Science:
- Medical Education
- Emergency Medicine
- Cardiopulmonary Resuscitation
Background:
- Current basic life support (BLS) algorithms for cardiac arrest lack systematic review.
- Factors influencing the simplicity of teaching, learning, and retention of cardiopulmonary resuscitation (CPR) are not well-classified.
Purpose of the Study:
- To identify and categorize factors that negatively impact the simplicity of BLS algorithms.
- To assess the influence of different BLS algorithm structures on CPR retention among healthcare providers.
Main Methods:
- Systematic literature search of MEDLINE, COCHRANE LIBRARY, and SCOPUS databases.
- Analysis of BLS algorithms for inhibitory factors in teaching, learning, and retention.
- Survey of 348 healthcare providers on their recall of hypothetical vs. current BLS algorithms in emergency scenarios.
Main Results:
- 163 suggestions from 15 articles resulted in 23 different CPR options, with 39.1% being multiple choices.
- Participants recalled a hypothetical 'all-in-one' BLS model (90%) better than current adult (42.2%) or pediatric (36%) BLS algorithms.
- Educational polymorphisms in BLS algorithms were significantly associated with variations in victim and rescuer scenarios (P < 0.0001).
Conclusions:
- Educational variations in BLS algorithms create barriers between rescuers and cardiac arrest victims.
- Current BLS algorithm complexity may limit instructor effectiveness.
- A simplified 'all-in-one' algorithm approach warrants further investigation for improved CPR education.
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