1. Updated teaching techniques improve CPR performance measures: A cluster randomized, controlled trial
- Author
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Roman Fleischhackl, Monika Mayer-Stickler, Christoph Testori, Florian Ettl, Christoph Weiser, Wolfgang Schreiber, Harald Herkner, and Sabine Fleischhackl
- Subjects
Male ,medicine.medical_specialty ,Visual analogue scale ,medicine.medical_treatment ,Teaching method ,education ,Emergency Nursing ,Disease cluster ,law.invention ,Young Adult ,Double-Blind Method ,Randomized controlled trial ,law ,medicine ,Humans ,Prospective Studies ,Cardiopulmonary resuscitation ,business.industry ,Teaching ,Cardiopulmonary Resuscitation ,Initial training ,Austria ,Emergency Medicine ,Physical therapy ,Female ,Cardiology and Cardiovascular Medicine ,business - Abstract
Introduction The first-aid training necessary for obtaining a drivers license in Austria has a regulated and predefined curriculum but has been targeted for the implementation of a new course structure with less theoretical input, repetitive training in cardiopulmonary resuscitation (CPR) and structured presentations using innovative media. Methods The standard and a new course design were compared with a prospective, participant- and observer-blinded, cluster-randomized controlled study. Six months after the initial training, we evaluated the confidence of the 66 participants in their skills, CPR effectiveness parameters and correctness of their actions. Results The median self-confidence was significantly higher in the interventional group [IG, visual analogue scale (VAS:“0” not-confident at all,“100” highly confident):57] than in the control group (CG, VAS:41). The mean chest compression rate in the IG (98/min) was closer to the recommended 100 bpm than in the CG (110/min). The time to the first chest compression (IG:25s, CG:36s) and time to first defibrillator shock (IG:86s, CG:92s) were significantly shorter in the IG. Furthermore, the IG participants were safer in their handling of the defibrillator and started with countermeasures against developing shock more often. The management of an unconscious person and of heavy bleeding did not show a difference between the two groups even after shortening the lecture time. Conclusions Motivation and self-confidence as well as skill retention after six months were shown to be dependent on the teaching methods and the time for practical training. Courses may be reorganized and content rescheduled, even within predefined curricula, to improve course outcomes.
- Published
- 2011
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