Dorela Priftanji1, Michael J Cawley2, Laura A Finn3, James M Hollands4, Diane W Morel5, Laura A Siemianowski6, Angela L Bingham7. 1. Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States. Electronic address: dpriftanji@mail.usciences.edu. 2. Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States. Electronic address: m.cawley@usciences.edu. 3. Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States. Electronic address: l.finn@usciences.edu. 4. Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States. Electronic address: j.hollands@usciences.edu. 5. Associate Dean for Academic Affairs and Assessment, South College School of Pharmacy, 400 Goody's Lane, Knoxville, TN, United States. Electronic address: dmorel@southcollegetn.edu. 6. Department of Pharmacy, Hospital of the University of Pennsylvania, 3400 Spruce Street- Ground Rhoads, Philadelphia, PA, United States. Electronic address: Laura.siemianowski@uphs.upenn.edu. 7. Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States. Electronic address: a.bingham@usciences.edu.
Abstract
BACKGROUND AND PURPOSE:Pharmacy students' performance and retention of Basic Life Support (BLS) skills were evaluated 120 days after completion of a peer-led BLS training program. EDUCATIONAL ACTIVITY AND SETTING: This was a single-center, parallel group, observational study. Doctor of pharmacy (PharmD) students in their third professional year completed apeer-led BLS training program (n = 148) and participated in a high-fidelity mannequin simulation activity 120 days later. Students were randomly assigned to rapid response teams (n = 24) of five to six members and the American Heart Association's standardized form for BLS assessment was used to assess BLS skills performance. The performance of skills was compared to that of students two years prior to the implementation of the peer-led BLS program. FINDINGS AND DISCUSSION: Students who received peer-led BLS training demonstrated retention of BLS skills 120 days after the BLS training program. The teams also displayed significant improvement of the skills evaluated when compared to student teams prior to implementation of the peer-led training (n = 22). Improvement was demonstrated for assessment of responsiveness (96% vs. 41%, p < 0.001), assessment for breathing (100% vs. 32%, p < 0.001), assessment for pulse (96% vs. 36%, p < 0.001), and administration of appropriate ventilation (100% vs. 32%, p < 0.001). Numerical superiority was exhibited for high-quality cardiopulmonary resuscitation (CPR) initiation by teams who received peer-led training (100% vs. 86%, p = 0.101). SUMMARY: Students who received peer-led BLS training demonstrated significant improvement in BLS skills performance and retention 120 days after the training program. Data suggests that peer-led BLS training can improve student BLS skills performance and retention.
RCT Entities:
BACKGROUND AND PURPOSE: Pharmacy students' performance and retention of Basic Life Support (BLS) skills were evaluated 120 days after completion of a peer-led BLS training program. EDUCATIONAL ACTIVITY AND SETTING: This was a single-center, parallel group, observational study. Doctor of pharmacy (PharmD) students in their third professional year completed a peer-led BLS training program (n = 148) and participated in a high-fidelity mannequin simulation activity 120 days later. Students were randomly assigned to rapid response teams (n = 24) of five to six members and the American Heart Association's standardized form for BLS assessment was used to assess BLS skills performance. The performance of skills was compared to that of students two years prior to the implementation of the peer-led BLS program. FINDINGS AND DISCUSSION: Students who received peer-led BLS training demonstrated retention of BLS skills 120 days after the BLS training program. The teams also displayed significant improvement of the skills evaluated when compared to student teams prior to implementation of the peer-led training (n = 22). Improvement was demonstrated for assessment of responsiveness (96% vs. 41%, p < 0.001), assessment for breathing (100% vs. 32%, p < 0.001), assessment for pulse (96% vs. 36%, p < 0.001), and administration of appropriate ventilation (100% vs. 32%, p < 0.001). Numerical superiority was exhibited for high-quality cardiopulmonary resuscitation (CPR) initiation by teams who received peer-led training (100% vs. 86%, p = 0.101). SUMMARY: Students who received peer-led BLS training demonstrated significant improvement in BLS skills performance and retention 120 days after the training program. Data suggests that peer-led BLS training can improve student BLS skills performance and retention.
Authors: Michael Tobias Schauwinhold; Michelle Schmidt; Jenny W Rudolph; Martin Klasen; Sophie Isabelle Lambert; Alexander Krusch; Lina Vogt; Saša Sopka Journal: Front Med (Lausanne) Date: 2022-05-12
Authors: M Binkhorst; J M Th Draaisma; Y Benthem; E M R van de Pol; M Hogeveen; E C T H Tan Journal: BMC Med Educ Date: 2020-11-13 Impact factor: 2.463