Burak Katipoglu1, Marcin Andrzej Madziala2, Togay Evrin1, Pawel Gawlowski3, Agnieszka Szarpak4, Agata Dabrowska5, Szymon Bialka6, Jerzy Robert Ladny7, Lukasz Szarpak8, Anna Konert4, Jacek Smereka3. 1. Department of Emergency Medicine, Ufuk University Medical Faculty, Dr Ridvan Ege Education and Research Hospital, Ankara, Turkey., Turkey. 2. Medical Simulation Center, Lazarski University, Swieradowska 43 Str, 02-662 Warsaw, Poland. rat.poz@wp.pl. 3. Department of Emergency Medical Service, Wroclaw Medical University, Wroclaw, Poland. 4. Lazarski University, Warsaw, Poland. 5. Department of Rescue Medical Service, Poznan University of Medical Sciences, Poznan. 6. Department of Anaesthesiology and Intensive Care, Medical University of Silesia, Katowice, Poland. 7. Department of Emergency Medicine and Disaster, Medical University Bialystok, Bialystok, Poland. 8. Medical Simulation Center, Lazarski University, Swieradowska 43 Str, 02-662 Warsaw, Poland.
Abstract
BACKGROUND: A 2017 update of the resuscitation guideline indicated the use of cardiopulmonary resuscitation (CPR) feedback devices as a resuscitation teaching method. The aim of the study was to compare the influence of two techniques of CPR teaching on the quality of resuscitation performed by medical students. METHODS: The study was designed as a prospective, randomized, simulation study and involved 115 first year students of medicine. The participants underwent a basic life support (BLS) course based on the American Heart Association guidelines, with the first group (experimental group) performing chest compressions to observe, in real-time, chest compression parameters indicated by software included in the simulator, and the second group (control group) performing compressions without this possibility. After a 10-minute resuscitation, the participants had a 30-minute break and then a 2-minute cycle of CPR. One month after the training, study participants performed CPR, without the possibility of observing real-time measurements regarding quality of chest compression. RESULTS: One month after the training, depth of chest compressions in the experimental and control group was 50 mm (IQR 46-54) vs. 39 mm (IQR 35-42; p = 0.001), compression rate 116 CPM (IQR 102-125) vs. 124 CPM (IQR 116-134; p = 0.034), chest relaxation 86% (IQR 68-89) vs. 74% (IQR 47-80; p = 0.031) respectively. CONCLUSIONS: Observing real-time chest compression quality parameters during BLS training may improve the quality of chest compression one month after the training including correct hand positioning, compressions depth and rate compliance.
RCT Entities:
BACKGROUND: A 2017 update of the resuscitation guideline indicated the use of cardiopulmonary resuscitation (CPR) feedback devices as a resuscitation teaching method. The aim of the study was to compare the influence of two techniques of CPR teaching on the quality of resuscitation performed by medical students. METHODS: The study was designed as a prospective, randomized, simulation study and involved 115 first year students of medicine. The participants underwent a basic life support (BLS) course based on the American Heart Association guidelines, with the first group (experimental group) performing chest compressions to observe, in real-time, chest compression parameters indicated by software included in the simulator, and the second group (control group) performing compressions without this possibility. After a 10-minute resuscitation, the participants had a 30-minute break and then a 2-minute cycle of CPR. One month after the training, study participants performed CPR, without the possibility of observing real-time measurements regarding quality of chest compression. RESULTS: One month after the training, depth of chest compressions in the experimental and control group was 50 mm (IQR 46-54) vs. 39 mm (IQR 35-42; p = 0.001), compression rate 116 CPM (IQR 102-125) vs. 124 CPM (IQR 116-134; p = 0.034), chest relaxation 86% (IQR 68-89) vs. 74% (IQR 47-80; p = 0.031) respectively. CONCLUSIONS: Observing real-time chest compression quality parameters during BLS training may improve the quality of chest compression one month after the training including correct hand positioning, compressions depth and rate compliance.
Entities:
Keywords:
basic life support; chest compression; learning; medial simulation; quality
Authors: Filip Jaskiewicz; Dawid Kowalewski; Katarzyna Starosta; Marcin Cierniak; Dariusz Timler Journal: Medicine (Baltimore) Date: 2020-11-25 Impact factor: 1.889