BackgroundThe influence of past familial experiences of receiving cardiopulmonary resuscitation (CPR) and medical help in various cardiac arrest and nonfatal cardiac events toward willingness to “pay it forward” by helping the next cardiac arrest victim was explored.MethodsUsing a validated questionnaire, 6248 participants were asked to rate their willingness to perform bystander chest compression with mouth-to-mouth ventilation and chest compression-only CPR. Their past familial experiences of receiving cardiopulmonary resuscitation (CPR) and medical help in various cardiac arrest and nonfatal cardiac events were also recorded.ResultsKruskal-Wallis test with post hoc Dunn’s pairwise comparisons showed that the following were significantly more willing to perform CPR with mouth-to-mouth ventilation: familial experience of “nonfatal cardiac events” (mean rank = 447) vs “out-of-hospital cardiac arrest with no CPR” (mean rank = 177), U = 35442.5, z = −2.055, p = 0.04; “in-hospital cardiac arrest and successful CPR” (mean rank = 2955.79) vs “none of these experiences” (mean rank = 2468.38), U = 111903, z = −2.60, p = 0.01; and “in-hospital cardiac arrest with successful CPR” (mean rank = 133.45) vs “out-of-hospital arrest with no CPR” (mean rank = 112.36), U = 4135.5, z = −2.06, p = 0.04. For compression-only CPR, Kruskal-Wallis test with multiple runs of Mann-Whitney U tests showed that “nonfatal cardiac events” group was statistically higher than the group with “none of these experiences” (mean rank = 3061.43 vs 2859.91), U = 1194658, z = −2.588, p = 0.01. The groups of “in-hospital cardiac arrest with successful CPR” and “in-hospital cardiac arrest with transient return of spontaneous circulation” were the most willing groups to perform compression-only CPR.ConclusionPrior familial experiences of receiving CPR and medical help, particularly among those with successful outcomes in a hospital setting, seem to increase the willingness to perform bystander CPR.
This study aimed to explore the perception of year two preclinical medical students towards flipped classroom over conventional teaching method through qualitative and quantitative approaches. The study involved 110 year two preclinical medical students at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak from October 2020 to January 2021. Five one-hour pathology lectures were divided into two parts covering different topics of the lecture. The first half hour used conventional teaching, while the second half hour used flipped classroom. Student feedback was collected through a 19-item, self-administered questionnaire comprising 15 quantitative questions in three structured instruments and four qualitative open-ended questions. The score for mean perception of flipped classroom was significantly different according to place of residence while the mean knowledge acquisition score was significantly different among students using different internet sources. In addition, for examination preparation, slightly more than one third preferred traditional classroom. Six aspects of improvement on flipped classroom were identified: learning materials; teaching methods; quality of resource materials; class activity and interaction; choices of topics for flipped classroom; and time, pace, and atmosphere of lessons. Three aspects of significance of flipped classroom were captured, which included facilitating understanding and revision; flexible time, ability to ask and answer; and ability to share, focus and identify mistakes. A flipped classroom shows much potential in medical education. Future studies on feedback from students are needed to improve the flipped classroom to suit the Malaysian context.
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