Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study

BMC Medical Education

Research Article

Uwe Teichner¹  Andreas Rein¹  Peter Rosenberger¹  Jörg Reutershan¹  Daniel Heine¹  Andreas Manger¹  Stephan Zipfel²  Anne Herrmann-Werner²  Moritz Mahling³  Pascal Piontek³  Leopold Haffner³  Alexander Münch³  Stephan Volkert⁴  Sebastian Schenk⁴  Nora Celebi⁵ 

[1] Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, 72076, Tübingen, Germany;Department of Internal Medicine VI, Psychosomatic Medicine, University Hospital of Tübingen, Osianderstraße 5, 72076, Tübingen, Germany;Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, 72076, Tübingen, Germany;Medical School, Faculty of Medicine, University of Tübingen, Geissweg 5, 72076, Tübingen, Germany;Department of Anesthesiology and Intensive Care Medicine, University of Tübingen, Hoppe-Seyler-Straße 3, 72076, Tübingen, Germany;Ärztezentrum Ostend, Ostendstr. 90, 70188, Stuttgart, Germany;

关键词: Medical Student;    Chest Compression;    Teaching Session;    Objective Structure Clinical Examination;    Basic Life Support;   

DOI  :  10.1186/1472-6920-14-185

 received in 2013-08-27, accepted in 2014-08-26,  发布年份 2014

来源: Springer

【 摘 要 】

BackgroundResuscitation is a life-saving measure usually instructed in simulation sessions. Small-group teaching is effective. However, feasible group sizes for resuscitation classes are unknown. We investigated the impact of different group sizes on the outcome of resuscitation training.MethodsMedical students (n = 74) were randomized to courses with three, five or eight participants per tutor. The course duration was adjusted according to the group size, so that there was a time slot of 6 minutes hands-on time for every student. All participants performed an objective structured clinical examination before and after training. The teaching sessions were videotaped and resuscitation quality was scored using a checklist while we measured the chest compression parameters with a manikin. In addition, we recorded hands-on-time, questions to the tutor and unrelated conversation.ResultsResults are displayed as median (IQR). Checklist pass rates and scores were comparable between the groups of three, five and eight students per tutor in the post-test (93%, 100% and 100%). Groups of eight students asked fewer questions (0.5 (0.0 – 1.0) vs. 3.0 (2.0 – 4.0), p < .001), had less hands-on time (2:16 min (1:15 – 4:55 min) vs. 4:07 min (2:54 – 5:52 min), p = .02), conducted more unrelated conversations (17.0 ± 5.1 and 2.9 ± 1.7, p < 0.001) and had lower self-assessments than groups of three students per tutor (7.0 (6.1 – 9.0) and 8.2 (7.2 – 9.0), p = .03).ConclusionsResuscitation checklist scores and pass rates after training were comparable in groups of three, five or eight medical students, although smaller groups had advantages in teaching interventions and hands-on time. Our results suggest that teaching BLS skills is effective in groups up to eight medical students, but smaller groups yielded more intense teaching conditions, which might be crucial for more complex skills or less advanced students.

【 授权许可】

Unknown   
© Mahling et al.; licensee BioMed Central Ltd. 2014. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.