Randomized, Controlled Trial of Video Self-Instruction Versus Traditional CPR Training

Todd, Knox H.; Braslow, Allan; Brennan, Robert T.; Lowery, Douglas W.; Cox, Robert; Lipscomb, Leslie; Kellermann, Arthur L.

doi:10.1016/s0196-0644(98)70348-8

Cited by 178 publications

(109 citation statements)

References 16 publications

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“…93,154,155 Very good results have been obtained using a video developed by Braslow and colleagues. 156 The video was validated on a group of medical students, 157 and its effectiveness confirmed in a Baptist Church volunteer group. 158 There is good evidence supporting the use of the Braslow selftraining video.…”

Section: Ii-3 Inform Trainees About What To Expect During Resuscitatimentioning

confidence: 99%

Understanding and improving low bystander CPR rates: a systematic review of the literature

Vaillancourt

Stiell

Wells

2008

CJEM

142

110

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Objectives: Cardiopulmonary resuscitation (CPR) is a crucial yet weak link in the chain of survival for out-of-hospital cardiac arrest. We sought to understand the determinants of bystander CPR and the factors associated with successful training. Methods: For this systematic review, we searched 11 electronic databases, 1 trial registry and 9 scientific websites. We performed hand searches and contacted 6 content experts. We reviewed without restriction all communications pertaining to who should learn CPR, what should be taught, when to repeat training, where to give CPR instructions and why people lack the motivation to learn and perform CPR. We used standardized forms to review papers for inclusion, quality and data extraction. We grouped publications by category and classified recommendations using a standardized classification system that was based on level of evidence. Results: We reviewed 2409 articles and selected 411 for complete evaluation. We included 252 of the 411 papers in this systematic review. Differences in their study design precluded a meta-analysis. We classified 22 recommendations; those with the highest scores were 1) 9-1-1 dispatchassisted CPR instructions, 2) teaching CPR to family members of cardiac patients, 3) Braslow's selftraining video, 4) maximizing time spent using manikins and 5) teaching the concepts of ambiguity and diffusion of responsibility. Recommendations not supported by evidence include mass training events, pulse taking prior to CPR by laymen and CPR using chest compressions alone. Conclusion:We evaluated and classified the potential impact of interventions that have been proposed to improve bystander CPR rates. Our results may help communities design interventions to improve their bystander CPR rates. RÉSUMÉ Objectifs : La réanimation cardio-respiratoire (RCR) est un maillon essentiel, quoique faible, de la chaîne de survie lors de la survenue d'un arrêt cardiaque hors de l'hôpital. Nous avons cherché à comprendre les déterminants du taux de passants pouvant administrer la RCR et les facteurs liés à une formation efficace. Méthodes : Dans le cadre de cette revue systématique, nous avons analysé 11 bases de données électroniques, un registre d'essais cliniques et neuf sites Web scientifiques. Nous avons réalisé des recherches manuelles et communiqué avec six experts du contenu. Nous avons examiné sans restriction toutes les communications portant sur les questions suivantes : qui devrait apprendre la RCR, ce qu'on devrait enseigner, QUAND la formation devrait être renouvelée, où les cours de

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Section: Ii-3 Inform Trainees About What To Expect During Resuscitatimentioning

confidence: 99%

Understanding and improving low bystander CPR rates: a systematic review of the literature

Vaillancourt

Stiell

Wells

2008

CJEM

142

110

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“…Some studies have reported on the efficacy of preservice/in-service training of medical, paramedical, professional personnel, and laypeople (Garcia-Barbero & Caturla-Such, 1999;Fossel, Kiskaddon, & Sternbach, 1983), the effectiveness of different forms of CPR training (Adelborg, Dalgas, Grove, Jorgensen, Al-Mashhadi, & Lofgren, 2011;Brennan & Maslow, 2000;Chamberlain et al, 2002;de Vries & Bierens, 2010;Faddy, 2002;Isbye, Rasmussen, Lippert, Rudolph, & Ringsted, 2006;Lynch, Einspruch, Nichol, & Aufderheide, 2008;Lynch et al, 2005;Niles et al, 2009;Reder & Quan, 2003;Todd et al, 1998), and levels of retention after training (Chamberlain et al, 2002;De Vries & Bierens, 2010;Niles et al, 2009;Weaver, Ramirez, Dorfma, & Raizner, 1979). Other studies have explored the physiological demands of performing CPR and the effect of fatigue (Claesson, Karlsson, Thoren, & Herlitz, 2011;Odegaard, Saether, Steen, & Wik, 2006;Reilly, Wooler, &Tipton, 2006).…”

mentioning

confidence: 99%

Too Much Puff, Not Enough Push? Surf Lifeguard Simulated CPR Performance

Moran¹,

Webber²

2013

IJARE

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“…Most of the tools described is easy to use and adapt, and enable to be reviewed. Some even allow users to interact with the system through simulations and quizzes, and make dynamic illustrations possible, through videos and sounds (8,11,13,(25)(26)(29)(30)(31)(32)(33)(34) . Such resources were also appreciated, because they are flexible and individuals can review or continue studying, according to their own needs without the influence of others, as well as the fact they are exciting and innovative (28) .…”

Section: Discussionmentioning

confidence: 99%

Estratégias tecnológicas de ensino associadas ao treinamento em Suporte Básico de Vida

2011

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This study aimed to analyze the effectiveness and advantages of the use of technological resources for teaching Basic Life Support (SBV) through a narrative review. We analyzed 29 articles published and indexed in these sources: Medline, PubMed and LILACS that used video, CD-ROM, DVD, websites and computer programs for teaching SBV. It was observed that the use of these resources may favor the acquisition of knowledge at levels similar or superior to methods of traditional teaching. Among the observed advantages cited were the reduction in training costs, ease of access and standardization of information. Keywords: Advanced Cardiac Life Support; Computer-assisted instructions/methods; Cardiopulmonar resuscitation/education; Education, nursing, continuing/organization & administration; Internet/organization & administration; Health services needs and demand RESUMONeste estudo objetivou-se analisar a eficácia e as vantagens do uso dos recursos tecnológicos para o ensino em Suporte Básico de Vida (SBV) por meio de revisão narrativa. Foram analisados 29 artigos publicados e indexados nas bases de dados MedLine, PubMed e LILACS que utilizaram vídeo, CD-ROM, DVD, websites e programas computacionais para o ensino em SBV. Observou-se que a utilização desses recursos pode favorecer a aquisição de conhecimento em níveis similares ou superiores aos métodos tardicionais de ensino. Dentre as vantagens observadas citam-se a redução dos custos de treinamento, a facilidade de acesso e padronização das informações. Descritores: Suporte vital Cardiaco Avançado; Instrução assistida por computador/métodos; Ressuscitação cardiopulmonary/educação; Educação continuada em Enfermagem/organização & administração; Internet/ organização & administração; Necessidades e demandas de serviços de saúde RESUMENEn este estudio se tuvo como objetivo analizar la eficacia y las ventajas del uso de los recursos tecnológicos para la enseñanza del Soporte Básico de Vida (SBV) por medio de revisión narrativa. Se analizaron 29 artículos publicados e indexados en las bases de datos MedLine, PubMed y LILACS que utilizaron video, CD-ROM, DVD, websites y programas de informática para la enseñanza en SBV. Se observó que la utilización de esos recursos puede favorecer en la adquisición de conocimientos en niveles similares o superiores a los métodos tradicionales de enseñanza. Entre las ventajas observadas se citan la reducción de los costos de entrenamiento, la facilidad de acceso y patronización de las informaciones. INTRODUCTIONThe development of knowledge in cardiopulmonary resuscitation (CPR) has involved the scientific work of many researches from the eighteenth century to the present days. The framework for the implementation of modern techniques in CPR occurred in 1950, when the procedure was divided in steps A, B and C, and in 1960 when Kouwenhoven published an article stating that anyone, anywhere, could perform CPR. In 1961, motivated by the possibility of reversing a cardiac arrest, the American Heart Association established a committee t...

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Randomized, Controlled Trial of Video Self-Instruction Versus Traditional CPR Training

Cited by 178 publications

References 16 publications

Understanding and improving low bystander CPR rates: a systematic review of the literature

Understanding and improving low bystander CPR rates: a systematic review of the literature

Too Much Puff, Not Enough Push? Surf Lifeguard Simulated CPR Performance

Estratégias tecnológicas de ensino associadas ao treinamento em Suporte Básico de Vida

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