Michael Wagner1,2, Katharina Bibl3, Emilie Hrdliczka3, Philipp Steinbauer3, Maria Stiller3, Peter Gröpel4, Katharina Goeral3, Ulrike Salzer-Muhar5, Angelika Berger3, Georg M Schmölzer2,6, Monika Olischar3. 1. Divisions of Neonatology, Pediatric Intensive Care, and Neuropediatrics, and michael.b.wagner@meduniwien.ac.at. 2. Centre for the Studies of Asphyxia and Resuscitation, Neonatal Research Unit, Royal Alexandra Hospital, Edmonton, Alberta Health Services, Edmonton, Canada. 3. Divisions of Neonatology, Pediatric Intensive Care, and Neuropediatrics, and. 4. Department of Applied Psychology: Work, Education, and Economy, University of Vienna, Vienna, Austria; and. 5. Pediatric Cardiology, Department of Pediatrics and Adolescent Medicine, Medical University of Vienna, Vienna, Austria. 6. Division of Neonatology, Department of Pediatrics, University of Alberta, Edmonton, Canada.
Abstract
OBJECTIVES: Our aim for this study was to test whether visual and verbal feedback compared with instructor-led feedback improve the quality of pediatric cardiopulmonary resuscitation (CPR). METHODS: There were 653 third-year medical students randomly assigned to practice pediatric CPR on 1 of 2 manikins (infant and adolescent; n = 344 and n = 309, respectively). They were further randomly assigned to 1 of 3 feedback groups: The instructor feedback (IF) group (n = 225) received traditional, instructor-led feedback without any additional feedback device. The device feedback (DF) group (n = 223) received real-time visual feedback from a feedback device. The instructor and device feedback (IDF) group (n = 205) received verbal feedback from an instructor who continuously reviewed the trainees' performance using the feedback device. After the training, participants' CPR performance was assessed on the same manikin while no feedback was being provided. RESULTS: For the primary outcome of total compression score, participants in the DF and IDF groups performed similarly, with both groups showing scores significantly (P < .001) better than those of the IF group. The same findings held for correct hand position and the proportion of complete release. For compression rate, the DF group was at the higher end of the guideline for 100 to 120 chest compressions per minute compared with the IF and IDF groups (both P < .001). No effect of feedback on compression depth was found. CONCLUSIONS:Chest compression performance significantly improved with both visual and verbal feedback compared with instructor-led feedback. Feedback devices should be implemented during pediatric resuscitation training to improve resuscitation performance.
RCT Entities:
OBJECTIVES: Our aim for this study was to test whether visual and verbal feedback compared with instructor-led feedback improve the quality of pediatric cardiopulmonary resuscitation (CPR). METHODS: There were 653 third-year medical students randomly assigned to practice pediatric CPR on 1 of 2 manikins (infant and adolescent; n = 344 and n = 309, respectively). They were further randomly assigned to 1 of 3 feedback groups: The instructor feedback (IF) group (n = 225) received traditional, instructor-led feedback without any additional feedback device. The device feedback (DF) group (n = 223) received real-time visual feedback from a feedback device. The instructor and device feedback (IDF) group (n = 205) received verbal feedback from an instructor who continuously reviewed the trainees' performance using the feedback device. After the training, participants' CPR performance was assessed on the same manikin while no feedback was being provided. RESULTS: For the primary outcome of total compression score, participants in the DF and IDF groups performed similarly, with both groups showing scores significantly (P < .001) better than those of the IF group. The same findings held for correct hand position and the proportion of complete release. For compression rate, the DF group was at the higher end of the guideline for 100 to 120 chest compressions per minute compared with the IF and IDF groups (both P < .001). No effect of feedback on compression depth was found. CONCLUSIONS: Chest compression performance significantly improved with both visual and verbal feedback compared with instructor-led feedback. Feedback devices should be implemented during pediatric resuscitation training to improve resuscitation performance.
Authors: Marek Malysz; Marek Dabrowski; Bernd W Böttiger; Jacek Smereka; Klaudia Kulak; Agnieszka Szarpak; Milosz Jaguszewski; Krzysztof J Filipiak; Jerzy R Ladny; Kurt Ruetzler; Lukasz Szarpak Journal: Cardiol J Date: 2020-05-18 Impact factor: 2.737
Authors: Michael Wagner; Peter Gröpel; Felix Eibensteiner; Lisa Kessler; Katharina Bibl; Isabel T Gross; Angelika Berger; Francesco S Cardona Journal: Pediatr Res Date: 2021-07-21 Impact factor: 3.953
Authors: Francesco Corazza; Deborah Snijders; Marta Arpone; Valentina Stritoni; Francesco Martinolli; Marco Daverio; Maria Giulia Losi; Luca Soldi; Francesco Tesauri; Liviana Da Dalt; Silvia Bressan Journal: JMIR Mhealth Uhealth Date: 2020-10-01 Impact factor: 4.773