佩顿的四步复苏技巧教学方法的有效性:一项随机对照澄清研究。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Denisa Cenaj, Leonie Schulte-Uentrop, Leonie Fee Laura Kröger, Josephine Küllmei, Jan-Marcus Haus, Parisa Moll-Khosrawi
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引用次数: 0

摘要

目的:本研究的目的是比较Peyton方法与传统的两步法教学的有效性,并澄清是否可能的优势可归因于特定的技能领域。主要和次要结局是复苏质量,由技术(TS)和非技术技能(NTS)反映。第三指标为大学生的主观学习成绩。方法:采用随机对照模拟研究方法,对医学二年级本科生进行强制性高级心脏生命支持训练(ACLS)。对照组采用2步法,干预组采用Peyton的4步法作为训练指导。结果:N = 290名医学二年级本科生参与本研究。两组在胸部按压等纯触觉技能方面没有相关差异。干预组ACLS技能域的程序性技能显著提高,无流时间显著缩短(t(120) = 2.132, P = 0.035)。两组NTS差异无统计学意义(t(150) = 1.694, P = 0.092)。干预组的本科生报告了程序性ACLS技能的显著更高的学习收益,如执行算法(P结论:将Peyton的4步方法整合到结构化ACLS培训中,可以提高程序性心肺复苏技能,坚持ACLS算法,并在医学教育的高级阶段保留技能,特别是当本科生有先前的复苏经验时。虽然该方法在早期阶段对离散触觉技能的教学效果有限,但在后期阶段将其战略性纳入可以通过将先进的教学方法与学习者的发展需求相结合来优化课程设计。这些发现强调了调整ACLS教育的重要性,以最大限度地提高培训效果和改善复苏结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

The Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study.

The Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study.

The Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study.

The Effectiveness of Peyton's 4-Step Approach to Teach Resuscitation Skills: A Randomized Controlled Clarification Study.

Objectives: The aim of this study was to compare the effectiveness of the Peyton approach with the traditional 2-step approach instruction and to clarify if a possible superiority can be attributed to specific skill domains. The primary and secondary outcome were the quality of resuscitation, reflected by technical (TS)- and nontechnical skills (NTS). The tertiary outcome were the subjective learning gains of the undergraduates.

Methods: In a randomized controlled simulation study, second year medical undergraduates participated in compulsory Advanced Cardiac Life Support training (ACLS). The control group received the 2-step approach and the intervention group Peyton's 4 step approach as a training instruction.

Results: N = 290 second year medical undergraduates participated in the study. There were no relevant differences between both groups in purely haptically skills like chest compression. The intervention group showed significantly better procedural skills of ACLS skill domains, resulting in lower no-flow time during the scenarios (t(120) = 2.132, P = .035)). NTS of both groups did not differ (t(150) = 1.694, P = .092)). Undergraduates of the intervention group reported significant higher learning gains for procedural ACLS skills, like performing the algorithm (P < .001).

Conclusion: Integrating Peyton's 4-step approach into structured ACLS training enhances procedural cardiopulmonary resuscitation skills, adherence to the ACLS algorithm, and skill retention in advanced stages of medical education, especially when undergraduates have prior resuscitation experience. While the method shows limited benefit for teaching discrete tactile skills in earlier stages, its strategic inclusion in later phases can optimize curriculum design by aligning advanced teaching methods with learners' developmental needs. These findings highlight the importance of tailoring ACLS education to maximize training effectiveness and improve resuscitation outcomes.

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来源期刊
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development EDUCATION, SCIENTIFIC DISCIPLINES-
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