Delphi Analysis of Science Gaps in the 2015 American Heart Association Cardiac Arrest Guidelines

Panchal, Ashish R.; Cash, Rebecca E.; Crowe, Remle P.; Coute, Ryan A.; Way, David P.; Aufderheide, Tom P.; Merchant, Raina M.

doi:10.1161/jaha.118.008571

Cited by 19 publications

(19 citation statements)

References 22 publications

(25 reference statements)

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“…Further, establishing networks to design solid studies to test the effectiveness of training methods are needed in the long term. Optimizing educational strategies and identifying why bystanders fail to respond are major knowledge gaps that may affect public health [ 8 , 29 ]. Especially, as far as recent studies suggest that there is a positive association between increased number of trained bystanders in BLS and the survival rate in out-of-hospital cardiac arrest [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

Basic life support knowledge in Germany and the influences of demographic factors

Schiefer

Fuchs

et al. 2020

PLoS ONE

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Background In the developed world, cardiovascular diseases still contribute to mortality and morbidity, leading to significantly increased deaths in recent years. Thus, it is necessary for a layperson to provide the best possible basic life support (BLS) until professional help is available. Since information on current BLS knowledge in Germany is not available, but necessary to be able to make targeted improvements in BLS education, we conducted this study. Methods A cohort survey using convenience sampling (non-probability) method was conducted with questions found in emergency medicine education. People coming to the emergency room of two big university hospitals located in the South (Munich) and western part (Cologne) of Germany were asked to participate in the survey between 2016 and 2017. Primary outcome measures were the proportion of correct answers for each emergency scenario in relationship to age, region, profession and first-aid training. Results Altogether 1003 people (504 from Cologne; 499 from Munich) took part in the questionnaire. 54.7% were female and 45.3% were male aging from 19 to 52 with a mean of 37.2 years. Although over 90% had taken part in first aid training, many people were lacking first aid knowledge, with less than 10% choosing the correct frequency for chest compression. Hereby demographic factors had a significant influence (p<0.05) in the given answers (Friedmann-and-Wilcoxon Test). Conclusion Overall, results of our survey indicate a clear lack of BLS knowledge. With this information, targeted measures for improving BLS knowledge should be conducted. Additionally, further studies on the feasibility and efficiency of teaching methods are needed

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Section: Discussionmentioning

confidence: 99%

Basic life support knowledge in Germany and the influences of demographic factors

Schiefer

Fuchs

et al. 2020

PLoS ONE

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“…Participants were then asked to rank the research priorities in order from highest to lowest priority, considering both importance and feasibility in that ranking. A ranking score was determined by assigning points to each rank option, where a rank of 1 (most important) was equal to 12 points and a rank of 12 (least important) was equal 1 point 21,22 . The sum of points obtained was calculated.…”

Section: Methodsmentioning

confidence: 99%

Emergency medical services education research priorities during COVID‐19: A modified Delphi study

Cash

Leggio²,

Powell

et al. 2021

JACEP Open

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Objective Our objective was to identify research priorities to understand the impact of COVID‐19 on initial emergency medical services (EMS) education. Methods We used a modified Delphi method with an expert panel (n = 15) of EMS stakeholders to develop consensus on the research priorities that are most important and feasible to understand the impact of the COVID‐19 pandemic on initial EMS education. Data were collected from August 2020 to February 2021 over 5 rounds (3 electronic surveys and 2 live virtual meetings). In Round 1, participants submitted research priorities over 9 specific areas. Responses were thematically analyzed to develop a list of research priorities reviewed in Round 2. In Round 3, participants rated the priorities by importance and feasibility, with a weighted score (2/3*importance+1/3*feasibility) used for preliminary prioritization. In Round 4, participants ranked the priorities. In Round 5, participants provided their agreement or disagreement with the group's consensus of the top 8 research priorities. Results During Rounds 1 and 2, 135 ideas were submitted by the panel, leading to a preliminary list of 27 research priorities after thematic analysis. The top 4 research priorities identified by the expert panel were prehospital internship access, impact of lack of field and clinical experience, student health and safety, and EMS education program availability and accessibility. Consensus was reached with 10/11 (91%) participants in Round 5 agreeing. Conclusions The identified research priorities are an important first step to begin evaluating the EMS educational infrastructure, processes, and outcomes that were affected or threatened through the pandemic.

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“…A total score for each intervention listed in the Round 2 survey was calculated by assigning a reverse weighting. Each experts' rank order was scored and all scores for a particular intervention were summed to create an overall score for that intervention ( 25 ). Open-ended answers were scanned to identify new intervention categories as well as identify issues to consider regarding the prioritization of particular interventions.…”

Section: Methodsmentioning

confidence: 99%

Prioritizing a Research Agenda of Transitional Care Interventions for Childhood-Onset Disabilities

et al. 2021

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Transitional care interventions have the potential to optimize continuity of care, improve health outcomes and enhance quality of life for adolescents and young adults living with chronic childhood-onset disabilities, including neurodevelopmental disorders, as they transition to adult health and social care services. The paucity of research in this area poses challenges in identifying and implementing interventions for research, evaluation and implementation. The purpose of this project was to advance this research agenda by identifying the transitional care interventions from the scientific literature and prioritize interventions for study. A modified-Delphi approach involving two rounds of online surveys followed by a face-to-face consensus meeting with knowledge users, researchers and clinician experts in transitional care (n = 19) was used. A subsequent virtual meeting concluded the formulation of next steps. Experts rated 16 categories of interventions, derived from a systematic review, on importance, impact, and feasibility. Seven of the 16 interventions categories received a mean score rating of ≥7 (out of 10) on all three rating categories. Participants then rank ordered the reduced list of seven interventions in order of priority and the top four ranked interventions advanced for further discussion at a consensus meeting. Using the Template for Intervention Description and Replication (TIDieR) checklist as a guide, the participants identified that a study of a peer system navigator was worthy of future evaluation. This study highlighted that transitional care interventions are complex and multifaceted. However, the presence of a peer to support system navigation, advocacy and individual and family education was considered the most ideal intervention addressing the current gap in care. Future research, which aims to engage patients and families in a co-design approach, is recommended to further develop this intervention.

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Delphi Analysis of Science Gaps in the 2015 American Heart Association Cardiac Arrest Guidelines

Cited by 19 publications

References 22 publications

Basic life support knowledge in Germany and the influences of demographic factors

Basic life support knowledge in Germany and the influences of demographic factors

Emergency medical services education research priorities during COVID‐19: A modified Delphi study

Prioritizing a Research Agenda of Transitional Care Interventions for Childhood-Onset Disabilities

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