Effect analysis of standardized teaching of cardiopulmonary resuscitation in different areas
10.3760/cma.j.cn116021-20201109-00657
- VernacularTitle:不同地区心肺复苏标准化教学的效果分析
- Author:
Xiaohui WANG
1
;
Zhipeng JIN
;
Yu ZHANG
;
Suyun QIAN
Author Information
1. 国家儿童医学中心/首都医科大学附属北京儿童医院重症医学科 100045
- Keywords:
Cardiopulmonary resuscitation;
Standardized teaching;
Homogenization;
Teaching effect
- From:
Chinese Journal of Medical Education Research
2021;20(10):1230-1235
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To put forward the teaching improvement direction and promote homogeneous training by analyzing the assessment results of the trainees having the training of cardiopulmonary resuscitation (CPR) in three hospitals like Beijing Children's Hospital, and identifying related influencing factors.Methods:From August 27 to September 27, 2020, students and teachers who participated in the standardized teaching of CPR in three hospitals were included in the study. The teaching process followed the international unified standard curriculum plan for basic life support implementer. The teaching effect was evaluated by written examination, single-person CPR, automatic external defibrillator (AED) skill test and student satisfaction surveys on the team CPR training effect. SPSS 20.0 was used to analyze the differences between groups, and logistic regression analysis was used to find out the factors affecting the assessment results.Results:Twenty-five teachers from three children's hospitals gave lessons for 27 times, and 154 students completed the training and assessments. Among them, 144 passed the written examination, accounting for 93.5%, while 130 passed the single-person CPR+AED skill test at one time, accounting for 84.4%. There were significant differences in the results of written examination and skill test among students from these three hospitals ( P<0.05). Multivariate analysis showed that the professional title of the students and the experience of the teachers affected the scores of the skill test. There were regional differences in students' identities, positions and professional titles, but their learning needs for team CPR were the same, accounting for 44.8%, which was higher than that of single skills. A percentage of 94.8% students believed that the ability of "closed-loop communication" was an important factor in team CPR, and 74.7% students were satisfied with the teaching effect of this skill in class. Conclusion:At present, measures such as dual lecturer system and separation of teaching and examination should be taken to ensure the implementation of standardized teaching. Through standardized quantitative assessment, the quality of training can be ensured and the training effect of CPR homogenization can be realized. Each training center should also improve the teaching level of efficient team CPR to promote the improvement of post competency for medical staff.
