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Published online: 2019-09-24
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How should we teach cardiopulmonary resuscitation? Randomized multi-center study

Burak Katipoglu, Marcin Andrzej Madziala, Togay Evrin, Pawel Gawlowski, Agnieszka Szarpak, Agata Dabrowska, Szymon Bialka, Jerzy Robert Ladny, Lukasz Szarpak, Anna Konert, Jacek Smereka
DOI: 10.5603/CJ.a2019.0092
·
Pubmed: 31565794

open access

Ahead of print
Original articles
Published online: 2019-09-24

Abstract

Background: A 2017 update of the resuscitation guideline indicated the use of CPR feedback devices as a resuscitation teaching method. The aim of the study was to compare the influence of two techniques of cardiopulmonary resuscitation teaching on the quality of resuscitation performed by medical students.

Methods: The study was designed as a prospective, randomized, simulation study and involved 115 first year students of medicine. The participants underwent a Basic Life Support course based on the American Heart Association guidelines, with the first group (experimental group) performing chest compressions to observe, in real-time, chest compression parameters indicated by software included in the simulator, and the second group (control group) performing compressions without this possibility. After a 10-minute resuscitation, the participants had a 30-minute break and then a 2-minute cycle of cardiopulmonary resuscitation. One month after the training, study participants performed cardiopulmonary resuscitation, without the possibility of observing real-time measurements regarding quality of chest compression.

Results: One month after the training, depth of chest compressions in the experimental and control group was 50 mm (IQR 46–54) vs. 39 mm (IQR 35–42; p = 0.001; Fig. 2)., compression rate 116 CPM (IQR 102–125) vs. 124 CPM (IQR 116–134; p = 0.034), chest relaxation 86% (IQR 68–89) vs. 74% (IQR 47–80; p = 0.031) respectively.

Conclusions: Observing real-time chest compression quality parameters during Basic Life Support training may improve the quality of chest compression one month after the training including correct hand positioning, compressions depth and rate compliance.

Abstract

Background: A 2017 update of the resuscitation guideline indicated the use of CPR feedback devices as a resuscitation teaching method. The aim of the study was to compare the influence of two techniques of cardiopulmonary resuscitation teaching on the quality of resuscitation performed by medical students.

Methods: The study was designed as a prospective, randomized, simulation study and involved 115 first year students of medicine. The participants underwent a Basic Life Support course based on the American Heart Association guidelines, with the first group (experimental group) performing chest compressions to observe, in real-time, chest compression parameters indicated by software included in the simulator, and the second group (control group) performing compressions without this possibility. After a 10-minute resuscitation, the participants had a 30-minute break and then a 2-minute cycle of cardiopulmonary resuscitation. One month after the training, study participants performed cardiopulmonary resuscitation, without the possibility of observing real-time measurements regarding quality of chest compression.

Results: One month after the training, depth of chest compressions in the experimental and control group was 50 mm (IQR 46–54) vs. 39 mm (IQR 35–42; p = 0.001; Fig. 2)., compression rate 116 CPM (IQR 102–125) vs. 124 CPM (IQR 116–134; p = 0.034), chest relaxation 86% (IQR 68–89) vs. 74% (IQR 47–80; p = 0.031) respectively.

Conclusions: Observing real-time chest compression quality parameters during Basic Life Support training may improve the quality of chest compression one month after the training including correct hand positioning, compressions depth and rate compliance.

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Keywords

basic life support, learning, medial simulation, quality, chest compression

About this article
Title

How should we teach cardiopulmonary resuscitation? Randomized multi-center study

Journal

Cardiology Journal

Issue

Ahead of print

Article type

Original Article

Published online

2019-09-24

DOI

10.5603/CJ.a2019.0092

Pubmed

31565794

Keywords

basic life support
learning
medial simulation
quality
chest compression

Authors

Burak Katipoglu
Marcin Andrzej Madziala
Togay Evrin
Pawel Gawlowski
Agnieszka Szarpak
Agata Dabrowska
Szymon Bialka
Jerzy Robert Ladny
Lukasz Szarpak
Anna Konert
Jacek Smereka

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