Instructor-led distance learning for training students in cardiopulmonary resuscitation: A randomized controlled study

Han, Sangsoo; Park, Hye Ji; Nah, Sangun; Lee, Eun Hae; Lee, Hyunji; Park, Ju Ok; Lee, Choung Ah

doi:10.1371/journal.pone.0251277

Cited by 14 publications

(16 citation statements)

References 18 publications

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“…To enhance school CPR campaigns implementation, leaders of CPR training campaigns should consider complete or partial distance learning to train on CPR in schools. [25][26][27][28][29] Our findings also indicate that the national teaching staff had a similar perspective to Danish teachers regarding CPR training implementation in high schools. 8 Receiving qualified training, having access to relevant training material and integrating CPR training to school curriculum were supported by both teaching staff.…”

Section: Discussionsupporting

confidence: 67%

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High School Student CPR Training in Kuwait: A Cross-Sectional Study of Teacher Perspectives, Willingness, and Perceived Barriers

Alhasan¹,

Fakhraldeen²,

Alqabandi³

et al. 2022

OAEM

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Background School cardiopulmonary resuscitation (CPR) training has not been previously implemented nor studied in the Arabian Peninsula, and this is due to the challenges that this training imposes. This study aims to determine high school teacher perspectives, willingness, and barriers as related to CPR student training in high schools. Methods An anonymous, voluntary, cross-sectional electronic questionnaire, primarily based on the theory of planned behavior (TPB) was distributed to high school principals and teachers from 20 local (public and private) high schools between October and December 2021. The questionnaire was a 4-part (demographics, willingness, barriers, implementation approach), 23-variable tool. Results Eighty-four out of 88 participants were included in the analysis from 20 high schools. The overall willingness to teach CPR to students was 4.2 ± 0.9, and this willingness was significantly associated with being a female ( p = 0.019), being a teacher ( p = 0.036), having a family history of cardiovascular disease ( p = 0.007), previous school CPR campaigns ( p = 0.02), and all TPB factors: attitude ( p = 0.001), subjective norms ( p = 0.011), and perceived behaviour control ( p = 0.007). As for perceived barriers, there was moderate concern regarding the absence of the Good Samaritan law (3.8 ± 1.1) and CoVID-19 transmission (3.5 ± 1.3). High school teaching staff recommended formal legislation of CPR training from the Ministry of Education (MoE) and favoured CPR training delivery by healthcare professionals. However, they were willing to conduct CPR training themselves with regular training, material integration into the curriculum, and online teaching material access. Conclusion High school teachers are willing to teach students CPR. They need MoE legislation, appropriate training, online material, and a standardized database. Teaching staff also recommend specific training session settings. CoVID-19 and Good Samaritan law are moderate barriers. A number of factors influence teaching staff willingness to conduct CPR training. From this analysis, we recommend piloting CPR training in Kuwait high schools with consideration to the identified influential factors and barriers.

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Section: Discussionsupporting

confidence: 67%

“…The setting of CPR training sessions should be clear, 26 yet only a few studies have evaluated the setting of CPR training sessions. One British study found that teaching staff are more in favour of training CPR in small groups.…”

Section: Discussionmentioning

confidence: 99%

High School Student CPR Training in Kuwait: A Cross-Sectional Study of Teacher Perspectives, Willingness, and Perceived Barriers

Alhasan¹,

Fakhraldeen²,

Alqabandi³

et al. 2022

OAEM

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“…Sample size calculation was performed prior to the trial, based on the data for distance training presented by Han et al [ 14 ]. Twenty-six participants in each group were needed at a level of significance at 5% (alpha = 0.05) and a power of 80% (beta = 0.2).…”

Section: Methodsmentioning

confidence: 99%

Evaluation of class participation in non-face-to-face CPR training for medical students

et al. 2022

Self Cite

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Background Cardiopulmonary resuscitation (CPR) education requires that learners practice key skills to promote mastery. Our aim in this study was to evaluate differences in post-education performance and class participation during CPR training between face-to- face (FF) and non-face-to-face (NFF) learning formats. Methods This was a randomized controlled study of third-year medical students from two university hospital, allocated to either the FF or NFF format for CPR education. The learning scenario addressed single-person CPR, consisting of chest compression only, and excluded breathing. The Kahoot! application was used for NFF. Between-group comparisons for class participation and CPR skills were based on video recordings. Results Seventy students participated in our study, with 35 randomly allocated to the FF and NFF groups. There were no between-group differences in terms of age, sex, previous basic life support training, and willingness and confidence in performing CPR. Compared to the FF group, the NFF group demonstrated significant differences during CPR, including fewer calling for assistance and using of defibrillator (p = 0.006), as well as fewer checking for breathing (p = 0.007), and fewer counting during chest compression (p = 0.006). Additionally, < 30% of learners in the NFF group completed rhythm analysis after the last defibrillator shock delivery and resumed immediate chest compression (p < 0.001). All students in both groups passed the post-training assessment. Conclusion Class participation in NFF learning was lower than that in FF learning. Although the post-education evaluation in the NFF group was not inferior, efforts on promoting active participation in NFF learning are required.

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“…Only the study by Iserbyt et al [31] used a multimedia learning theory to guide the intervention. Training was either self-directed [27][28][29][30][31]33,37,39] or instructor guided [26,29,30,[33][34][35][36]38,[40][41][42]. Trained schoolteachers or medical students served as instructors or facilitators in 29% (5/17) of the studies [29,31,33,41,42].…”

Section: Descriptions Of Interventions and Comparatorsmentioning

confidence: 99%

“…Trained schoolteachers or medical students served as instructors or facilitators in 29% (5/17) of the studies [29,31,33,41,42]. The interventions comprised video instruction [26][27][28]31,33,40,42], computer programs or mobile apps [29,30,[36][37][38][39]41,42], or real-time feedback [32,34,35]. Of the 24 intervention arms, 4 (17%) omitted hands-on practice on manikins [28][29][30]33].…”

Section: Descriptions Of Interventions and Comparatorsmentioning

confidence: 99%

The Effectiveness of Technology-Based Cardiopulmonary Resuscitation Training on the Skills and Knowledge of Adolescents: Systematic Review and Meta-analysis

Lim¹,

Liao²,

Wang³

et al. 2022

J Med Internet Res

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Background Cardiopulmonary resuscitation (CPR) training for adolescents is a prominent strategy to increase the number of community first responders who can recognize cardiac arrest and initiate CPR. More schools are adopting technology-based CPR training modalities to reduce class time and reliance on instructor availability and increase their capacity for wider training dissemination. However, it remains unclear whether these technology-based modalities are comparable with standard training. Objective This study aimed to systematically review and perform meta-analyses to evaluate the effectiveness of technology-based CPR training on adolescents’ CPR skills and knowledge. Methods Searches were conducted in PubMed, Embase, Cochrane Library, Ovid MEDLINE, CINAHL, PsycINFO, Education Resources Information Center, ProQuest Dissertations and Theses Global, and Scopus from inception to June 25, 2021. Eligible randomized controlled trials (RCTs) compared technology-based training with standard training for adolescents aged 12 to 18 years. Studies were appraised using the Cochrane risk-of-bias tool. Random-effects meta-analyses were performed using Review Manager (The Cochrane Collaboration). Subgroup analyses were conducted to explore sources of heterogeneity. Overall certainty of evidence was appraised using the Grading of Recommendations Assessment, Development, and Evaluation approach. Results Seventeen RCTs involving 5578 adolescents were included. Most of the studies had unclear risks of selection bias (9/17, 53%) and high risks of performance bias (16/17, 94%). Interventions that included instructor guidance increased the likelihood of adolescents checking the responsiveness of the person experiencing cardiac arrest (risk ratio 1.39, 95% CI 1.19-1.63) and calling the emergency medical services (risk ratio 1.11, 95% CI 1.00-1.24). Self-directed technology-based CPR training without instructor guidance was associated with poorer overall skill performance (Cohen d=–0.74, 95% CI –1.02 to –0.45). Training without hands-on practice increased mean compression rates (mean difference 9.38, 95% CI 5.75-13.01), whereas real-time feedback potentially yielded slower compression rates. Instructor-guided training with hands-on practice (Cohen d=0.45, 95% CI 0.13-0.78) and the use of computer programs or mobile apps (Cohen d=0.62, 95% CI 0.37-0.86) improved knowledge scores. However, certainty of evidence was very low. Conclusions Instructor-guided technology-based CPR training that includes hands-on practice and real-time feedback is noninferior to standard training in CPR skills and knowledge among adolescents. Our findings supported the use of technology-based components such as videos, computer programs, or mobile apps for self-directed theoretical instruction. However, instructor guidance, hands-on practice, and real-time feedback are still necessary components of training to achieve better learning outcomes for adolescents. Such a blended learning approach may reduce class time and reliance on instructor availability. Because of the high heterogeneity of the studies reviewed, the findings from this study should be interpreted with caution. More high-quality RCTs with large sample sizes and follow-up data are needed. Finally, technology-based training can be considered a routine refresher training modality in schools for future research.

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Instructor-led distance learning for training students in cardiopulmonary resuscitation: A randomized controlled study

Cited by 14 publications

References 18 publications

High School Student CPR Training in Kuwait: A Cross-Sectional Study of Teacher Perspectives, Willingness, and Perceived Barriers

High School Student CPR Training in Kuwait: A Cross-Sectional Study of Teacher Perspectives, Willingness, and Perceived Barriers

Evaluation of class participation in non-face-to-face CPR training for medical students

The Effectiveness of Technology-Based Cardiopulmonary Resuscitation Training on the Skills and Knowledge of Adolescents: Systematic Review and Meta-analysis

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