一个为期六年的教学生活支持的急救计划,最终产生同行培训师的学生:一个潜在的案例控制研究研究.
Berndt von Amelunxen1, Samantha Kirk1, Julian Hind1
1Department of Emergency Medicine, Medical University of Vienna, Wien, Austria.
BMC medical education
|July 5, 2023
概括
实施一年级后一年级的生命支持急救 (LSFA) 计划显著改善了学生的心肺复苏 (CPR) 技能. 该计划提高了实际表现和执行心肺复苏的意愿,有助于培养更好的受训人口.
科学领域:
- 医学教育 医学教育
- 紧急医疗 紧急医疗
- 公共卫生 公共卫生
背景情况:
- 医院外心脏骤停的存活率严重依赖于旁观者心肺复苏 (CPR).
- 尽管有生命支持急救 (LSFA) 计划,旁观者心肺复苏的表现仍然不理想.
- 实施了一项涉及医学学生的新年级教学计划,以加强学生的心肺复苏学习.
研究的目的:
- 为了评估一个渐进的,年级对年级的LSFA教学计划对学校学生的有效性.
- 将参加该计划的学生的CPR知识和技能与对照组进行比较.
- 评估项目参与,实际CPR表现和执行CPR的意愿之间的相关性.
主要方法:
- 在一所国际学校进行了一项前性,病例控制的研究,涉及12±3岁的学生.
- 训练有素的学生 (n=538) 与对照组 (n=129) 进行了比较,使用调查和Resusci Anne模拟评估.
- 统计分析包括千平方测试,t测试和单向ANOVA,以比较知识,技能 (QCPR%) 和执行心肺复苏的意愿.
主要成果:
- 与对照组相比,受过培训的九年级学生表现出明显更好的心肺复苏知识和技能 (QCPR 59%与25%).
- 增加参加LSFA课程与改善实际CPR性能相关 (r2=0.21,p<0.001).
- 随着实际技能的提高,对陌生人进行心肺复苏的意愿增加,而对心肺复苏的积极态度在所有年级都很高.
结论:
- 一个由医学学生提供的一年级后一年级的LSFA教学计划成功建立并提高了学生的CPR能力.
- 计划参与者有能力成为未来的培训师,从而实现对等的LSFA指导.
- 这个倡议促进了"通过教学学习"的模式,旨在创造一个更广泛的LSFA受过培训的人口.
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