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Innovative Tele-Instruction Approach Impacts Basic Life Support Performance: A Non-inferiority Trial
Michael Tobias Schauwinhold1,2, Michelle Schmidt1,2, Jenny W Rudolph3,4
1AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.
Frontiers in Medicine
|June 1, 2022
Summary
Tele-instructor supported peer feedback effectively trained Basic Life Support (BLS) skills, matching traditional methods while minimizing infection risk during the COVID-19 pandemic. This approach ensures high-quality training and learner confidence.
Area of Science:
- Medical Education
- Emergency Medicine
- Public Health
Background:
- The COVID-19 pandemic presented significant challenges to maintaining Basic Life Support (BLS) training due to instructor shortages and economic constraints.
- Innovative, resource-efficient training methods were needed to reduce contagion risk while upholding training standards and addressing learner anxiety.
- Maintaining high-quality BLS skills is crucial for public health, especially during infectious disease outbreaks.
Purpose of the Study:
- To evaluate if peer feedback BLS training supported by tele-instructors (TPF) achieves comparable learning performance to standard instructor-guided BLS training (SIF).
- To assess the effectiveness of TPF in minimizing infection risk during BLS training.
- To compare the learning outcomes and confidence levels of students trained via TPF versus SIF.
Main Methods:
- A non-inferiority trial involving 346 first-year medical, dentistry, and physiotherapy students at the University Hospital RWTH Aachen.
- Comparison of two arms: Standard Instructor Feedback (SIF) BLS training (historical control, 2019) and Tele-Instructor Supported Peer-Feedback (TPF) BLS training (intervention, 2020).
- Objective BLS performance (compression depth/rate) measured using a manikin before and after training; overall performance assessed by instructors; student confidence evaluated via questionnaires. Both arms utilized Peyton's 4-step approach.
Main Results:
- Tele-Instructor Supported Peer-Feedback (TPF) demonstrated non-inferiority to Standard Instructor Feedback (SIF) across all tested outcome parameters.
- No confirmed COVID-19 infections were reported among participants in the TPF group during a 2-week follow-up period.
- Student self-reported confidence levels were maintained or improved with the TPF method.
Conclusions:
- Tele-instructor supported peer feedback offers a viable and effective alternative to traditional in-person instructor feedback for BLS skills acquisition.
- This innovative training model successfully minimizes infection risk, a critical concern during pandemics.
- TPF training ensures the quality of BLS skill learning and boosts learner confidence, making it a valuable approach for future training scenarios.
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