Innovative Tele-Instruction Approach Impacts Basic Life Support Performance: A Non-inferiority Trial

Frontiers in Medicine

article

Michael Tobias Schauwinhold¹  Michelle Schmidt¹  Jenny W. Rudolph³  Martin Klasen¹  Sophie Isabelle Lambert¹  Alexander Krusch¹  Lina Vogt¹  Saša Sopka¹ 

[1] AIXTRA—Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University;Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University;Center for Medical Simulation;Department of Anaesthesiology, Critical Care and Pain Medicine, Massachusetts General Hospital, Harvard Medical School

关键词: basic life support (BLS);    Cardiopulmonary Resuscitation (CPR);    external chest compression (ECC);    tele-instructor;    telehealth;    historical control;    peer-teaching;    non-inferiority;   

DOI  :  10.3389/fmed.2022.825823

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Background Sustaining Basic Life Support (BLS) training during the COVID-19 pandemic bears substantial challenges. The limited availability of highly qualified instructors and tight economic conditions complicates the delivery of these life-saving trainings. Consequently, innovative and resource-efficient approaches are needed to minimize or eliminate contagion while maintaining high training standards and managing learner anxiety related to infection risk. Methods In a non-inferiority trial 346 first-year medical, dentistry, and physiotherapy students underwent BLS training at AIXTRA—Competence Center for Training and Patient Safety at the University Hospital RWTH Aachen. Our objectives were (1) to examine whether peer feedback BLS training supported by tele-instructors matches the learning performance of standard instructor-guided BLS training for laypersons; and (2) to minimize infection risk during BLS training. Therefore, in a parallel group design, we compared arm (1) Standard Instructor Feedback (SIF) BLS training (Historical control group of 2019) with arm (2) a Tele-Instructor Supported Peer-Feedback (TPF) BLS training (Intervention group of 2020). Both study arms were based on Peyton's 4-step approach. Before and after each training session, objective data for BLS performance (compression depth and rate) were recorded using a resuscitation manikin. We also assessed overall BLS performance via standardized instructor evaluation and student self-reports of confidence via questionnaire. Non-inferiority margins for the outcome parameters and sample size calculation were based on previous studies with SIF. Two-sided 95% confidence intervals were employed to determine significance of non-inferiority. Results The results confirmed non-inferiority of TPF to SIF for all tested outcome parameters. A follow-up after 2 weeks found no confirmed COVID-19 infections among the participants. Conclusion Tele-instructor supported peer feedback is a powerful alternative to in-person instructor feedback on BLS skills during a pandemic, where infection risk needs to be minimized while maximizing the quality of BLS skill learning.

【 授权许可】

CC BY