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Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance.
M Binkhorst1, J M Th Draaisma2, Y Benthem2
1Radboud Institute for Health Sciences (RIHS), Department of Neonatology, Radboud University Medical Center Amalia Children's Hospital, P.O. Box 9101, 6500 HB, Nijmegen, The Netherlands. mathijs.binkhorst@radboudumc.nl.
BMC Medical Education
|November 14, 2020
Summary
Medical students trained by near-peers showed higher self-efficacy in pediatric basic life support (PBLS). Skills and exam performance were comparable to those trained by experts, suggesting peer training enhances confidence.
Area of Science:
- Medical Education
- Emergency Medicine
- Healthcare Professional Training
Background:
- Self-efficacy is crucial for healthcare professionals to perform basic life support (BLS).
- Peer-led BLS training in medical schools is a potential teaching method, but its impact on student self-efficacy is unstudied.
- High self-efficacy in BLS enables initiation and continuation of care during challenging situations.
Purpose of the Study:
- To evaluate the effect of near-peer versus expert instruction on medical students' self-efficacy in pediatric basic life support (PBLS).
- To compare PBLS skills and self-efficacy between medical students trained by near-peers and those trained by experts.
Main Methods:
- A randomized controlled trial involving 213 medical students receiving 2-hour PBLS training.
- Students were assigned to either near-peer instructors (n=105) or expert instructors (n=108).
- Self-efficacy was assessed post-training and one week later, alongside a practical PBLS exam.
Main Results:
- Near-peer trained students reported significantly higher self-efficacy across all PBLS aspects.
- Both groups equally valued theoretical education and instructor feedback.
- Practical PBLS exam scores and pass rates were similar between the near-peer and expert instructor groups.
Conclusions:
- Near-peer training for PBLS can foster greater self-efficacy in medical students compared to expert training.
- PBLS skills and performance in practical exams were comparable regardless of instructor type.
- Further research is needed to explore the link between peer teaching, self-efficacy, and real-life resuscitation quality.
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