Objective To explore the effect of video feedback teaching combined with peer-assisted learning in skills training of cardiopulmonary resuscitation (CPR). Methods This was a randomized control study in Sun Yat-sen University Cancer Center. In July 2023, 45 surgical residents were randomly divided into experimental group and control group with 23 in experimental group and 22 in control group. The residents received simulated CPR skills training within a limited time. The residents in experimental group took the video feedback teaching combined with peer-assisted learning protocol, while control group took the traditional teaching protocol. The training outcomes were evaluated by pre-class knowledge test, 1-minute pre-training baseline test and post-training performance test (in-class). The collected data was analyzed with non-parametric test or Chi-square test. Results The percentage of full marks of the pre-class knowledge test was 86.4%(19/22) in the control group and 87.0%(20/23) in the experimental group, and the score of 1-minute test before training was [61.5(19.2)] in the experimental group and [57.7(15.4)] in the control group, with no statistical difference between the two groups (all P>0.05). After training, the CPR performance test score of residents in the experimental group [93.1(5.9) ] were higher than that of the control group [84.7(8.8)],there was statistical difference (P<0.05). Conclusions Video feedback teaching combined with peer-assisted learning can improve the outcomes of CPR skills training for residents in short-term simulation training.
Du Tian
,
Du Zefeng
,
Li Xiaoxian
,
Lin Min
,
Liu Zhuowei
,
Huang Wan
,
Li Tang
. Research on video feedback teaching combined with peer-assisted learning to improve residents' cardiopulmonary resuscitation skills in short-term simulation training[J]. Chinese Journal of Medical Education, 2024
, 44(11)
: 869
-875
.
DOI: 10.3760/cma.j.cn115259-20231101-00427
[1] 王立祥,孟庆义,余涛. 2018中国心肺复苏培训专家共识[J].中华危重病急救医学,2018,30(5):385-400. DOI:10.3760/cma.j.issn.2095-4352.2018.05.001
[2] 周志强, 樊龙昌, 张传汉, 等. 住院医师CPR模拟培训教学体会[J].中国急救复苏与灾害医学杂志,2016,11(12):1224-1226. DOI: 10.3969/j.issn.1673-6966.2016.12.023.
[3] 罗苑苑, 赵馥, 庄轰发. 视频反馈结合情景模拟教学法在心肺复苏培训中的应用[J].中国中医急症,2019,28(6):1098-1100. DOI: 10.3969/j.issn.1004-745X.2019.06.047.
[4] 高玉广, 钟洁, 温可华, 等. 结合循证医学研究BLS课程对医学生心肺复苏能力的影响[J].中国继续医学教育,2022,14(13):108-112. DOI: 10.3969/j.issn.1674-9308.2022.13.028.
[5] 张璐, 闫蓉, 陈兵. 情景模拟教学在心肺复苏临床技能课中的应用研究[J].中国医药科学,2021,11(15):80-82,161. DOI: 10.3969/j.issn.2095-0616.2021.15.021.
[6] 郑康, 李辉, 马青变. 借鉴美国心脏协会基础生命支持课程推进我国医务人员的心肺复苏培训[J].中华医学教育杂志,2021,41(11):1046-1049. DOI: 10.3760/cma.j.cn115259-20210513-00633.
[7] 王长远, 孙长怡, 秦俭, 等. 规范化培训住院医师心肺复苏技能培训的探索[J].医学研究杂志,2017,46(11):190-191,123. DOI: 10.11969/j.issn.1673-548X.2017.11.046.
[8] 张蕾, 黄曦, 吴盛德, 等. 视频反馈模拟教学法用于提高医学生儿童体格检查水平[J].中国继续医学教育,2016,8(32):22-23,24. DOI: 10.3969/j.issn.1674-9308.2016.32.011.
[9] 陈丽, 石玲冰, 韩海玲. 视频反馈教学方法在儿科护理实习生规范化培训中的应用[J].中国高等医学教育,2021(8):139-140. DOI: 10.3969/j.issn.1002-1701.2021.08.071.
[10] Boecker AH, Bank C, Kim BS, et al. Video-assisted peer teaching for surgical skills training-innovative potential for the medical curriculum and beyond: a randomized controlled trial[J]. J Surg Educ, 2022,79(2):441-451. DOI: 10.1016/j.jsurg.2021.10.008.
[11] 张雅菲, 姜威, 张浩, 等. 视频反馈教学方法在基本操作技能课程教学中的应用研究[J].中华医学教育杂志,2019,39(10):774-778. DOI: 10.3760/cma.j.issn.1673-677X.2019.10.011.
[12] 谢赟, 郑娉娉, 江哲龙, 等. 微信平台联合视频反馈在心肺复苏规范化培训中的教学效果研究[J].中国高等医学教育,2021(6):59-60. DOI: 10.3969/j.issn.1002-1701.2021.06.030.
[13] 司敏. 参与式教学联合视频反馈法在高职护生心肺复苏培训中的应用[J].护理实践与研究,2018,15(15):115-117. DOI: 10.3969/j.issn.1672-9676.2018.15.048.
[14] 王宇, 李胜云, 李玲, 等. 同伴互助学习联合微格教学法在护理本科生急救技能培训中的应用效果[J].护士进修杂志,2016,31(11):1027-1029. DOI: 10.16821/j.cnki.hsjx.2016.11.027.
[15] 陈庆友, 李莉, 孙兆吉, 等. 同伴互助学习在腰椎穿刺技能教学中的应用[J].齐齐哈尔医学院学报,2019,40(12):1530-1531. DOI: 10.3969/j.issn.1002-1256.2019.12.034.
[16] 高艳敏, 赵苗苗, 李文慧, 等. 同伴互助学习模式对提升外科学基本操作与无菌技术教学效果的实践研究[J].医学教育研究与实践,2019,27(4):697-700. DOI: 10.13555/j.cnki.c.m.e.2019.04.0.
[17] 理查德.E.梅耶. 应用学习科学心理学大师给教师的建议[M]. 盛群力,丁旭,钟丽佳,译. 北京:中国轻工业出版社,2016: 30-36.
[18] Taylor DC, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83[J]. Med Teach, 2013,35(11):e1561-1572. DOI: 10.3109/0142159X.2013.828153.
[19] Panchal AR, Bartos JA, Cabañas JG, et al. Part 3: adult basic and advanced life support: 2020 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care[J]. Circulation, 2020,142(16 suppl 2):S366-S468. DOI: 10.1161/CIR.0000000000000916.
[20] 张大均, 郭成. 教育心理学[M]. 北京:人民教育出版社,2010: 275-279.
[21] Holmes NP, Spence C. Multisensory integration: space, time and superadditivity[J]. Curr Biol, 2005,15(18):R762-764. DOI: 10.1016/j.cub.2005.08.058.
[22] 谢美莲, 吴瑛. 心脏猝死高危者家属心肺复苏知识与技能培训的重点和难点[J].解放军护理杂志,2011,28(18):8-10,24. DOI: 10.3969/j.issn.1008-9993.2011.18.003.
[23] 赖芳, 赖成志, 曾瑞峰, 等. 在中医规范化急救四项操作培训中应用“改良的佩顿四步法”的效果分析[J].中国中医急症,2021,30(10):1841-1843,1847. DOI: 10.3969/j.issn.1004-745X.2021.10.042.
[24] 鄂丽,魏荣,李昕,等. 形成性评价在临床病理科住院医师标本取材中的应用探索[J]. 中国毕业后医学教育, 2024, 8 (6): 415-418, 430. DOI:10.3969/j.issn.2096-4293.2024.06.005.
[25] 田山俊,自我指导与教师帮助——诺尔斯成人教育思想研究[M].石家庄:河北教育出版社,2016:75-78.
[26] Walsh K, Abdelrahmen MYH, Abe K, 等. 牛津医学教育教科书[M]. 王维民, 谢阿娜, 吴红斌, 等, 译. 北京: 北京大学医学出版社,2022:174-175.
[27] Tai J, Molloy E, Haines T, et al. Same-level peer-assisted learning in medical clinical placements: a narrative systematic review[J]. Med Educ, 2016,50(4):469-484. DOI: 10.1111/medu.12898.
