Effects of rapid cycle deliberate practice on defibrillation skills training for residents of anesthesiology

  • Zhou Zhiqiang ,
  • Li Shiyong ,
  • Liu Chunyan ,
  • Luo Fang ,
  • Luo Ailin ,
  • Zhang Li
Expand
  • 1Department of Anesthesiology, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China;
    2Clinical Skills Teaching and Training Center, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China

Received date: 2020-09-08

  Online published: 2021-04-29

Supported by

Teaching fund of the Second Clinical College, Tongji Medical College, Huazhong University of Science and Technology(2019ZEKZ101)

Abstract

Objective To explore the effect of rapid cycle deliberate practice in the training of defibrillation skills of anesthesiology residents. Method This was a randomized control study in Tongji Hospital of Tongji Medical College of Huazhong University of Science and Technology. In August 2019, thirty-four residents were randomly divided into experimental group and control group with seventeen in each. The residents performed simulated defibrillation under the guidance of facilitators within a limited time. The residents in experimental group took rapid cycle deliberate practice (RCDP) protocol while control group took routine deliberate practice protocol. The performance was evaluated immediately and one year after the training, the satisfaction and confidence were investigated through online questionnaire. The collected data was analyzed with non-parametric test or Fisher's exact test. Results The scores of instant improvement of defibrillation skill in the experimental group were higher than that of the control group[42.0(31.5,46.8)vs. 23.0(16.8,38.0), P<0.01]. There was no significant difference in the skill of defibrillation [62.0(59.0,65.0)vs. 62.5(59.0,64.0),P>0.05] one year later. There were no significant difference in the confidence[80.0(61.0,97.5)vs. 80.0(66.5, 92.5),P>0.05)] between the two groups. The number of residents in the two groups who were satisfied with the training method and time arrangement was the same, 17 and 16 respectively. Conclusions The rapid cycle deliberate practice improves the training outcome of defibrillation skill immediately after the training, the training experience of rapid cyclic deliberate practice is similar to that of deliberate practice.

Cite this article

Zhou Zhiqiang , Li Shiyong , Liu Chunyan , Luo Fang , Luo Ailin , Zhang Li . Effects of rapid cycle deliberate practice on defibrillation skills training for residents of anesthesiology[J]. Chinese Journal of Medical Education, 2021 , 41(5) : 464 -467 . DOI: 10.3760/cma.j.cn115259-20200908-01308

References

[1] 郭继鸿. 中国心脏性猝死现状与防治[J].中国循环杂志,2013,28(5):323-326. DOI: 10.3969/j.issn.1000-3614.2013.05.002.
[2]傅伟强, 陈亚想, 潭志雄, 等. 心肺复苏患者临床特点及复苏成功影响因素回归分析[J].中国心血管病研究,2016,14(1):83-85. DOI:10.3969/j.issn.1672-5301.2016.01.022.
[3]蒲淼, 冯铁男, 李瑶, 等. 上海某高校大学生心脏骤停急救能力及施救意愿调查研究[J].同济大学学报(医学版),2020,41(1):117-122. DOI: 10.16118/j.1008-0392.2020.01.021.
[4] 李慧,荆小莉,孙开宇. “除颤与复律”专题学习网站的建设与应用[J]. 中国高等医学教育, 2011 (9):37-38. DOI:10.3969/j.issn.1002-1701.2011.09.019.
[5]Ingrassia PL, Mormando G, Giudici E, et al. Augmented reality learning environment for basic life support and defibrillation training: usability study[J]. J Med Internet Res, 2020,22(5):e14910. DOI: 10.2196/14910.
[6]Jeffers J, Eppich W, Trainor J, et al. Development and evaluation of a learning intervention targeting first-year resident defibrillation skills[J]. Pediatr Emerg Care, 2016,32(4):210-216. DOI: 10.1097/PEC.0000000000000765.
[7]Hunt EA, Duval-Arnould JM, Nelson-McMillan KL, et al. Pediatric resident resuscitation skills improve after “rapid cycle deliberate practice” training[J]. Resuscitation, 2014,85(7):945-951. DOI: 10.1016/j.resuscitation.2014.02.025.
[8]Taras J, Everett T. Rapid cycle deliberate practice in medical education - a systematic review[J]. Cureus, 2017,9(4):e1180. DOI: 10.7759/cureus.1180.
[9]Chancey RJ, Sampayo EM, Lemke DS, et al. Learners' experiences during rapid cycle deliberate practice simulations: a qualitative analysis[J]. Simul Healthc, 2019,14(1):18-28. DOI: 10.1097/SIH.0000000000000324.
[10]Hunt EA, Duval-Arnould JM, Chime NO, et al. Integration of in-hospital cardiac arrest contextual curriculum into a basic life support course: a randomized, controlled simulation study[J]. Resuscitation, 2017,114:127-132. DOI: 10.1016/j.resuscitation.2017.03.014.
[11]Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review[J]. Med Teach, 2005,27(1):10-28. DOI: 10.1080/01421590500046924.
[12]Mancinetti M, Guttormsen S, Berendonk C. Cognitive load in internal medicine: what every clinical teacher should know about cognitive load theory[J]. Eur J Intern Med, 2019,60:4-8. DOI: 10.1016/j.ejim.2018.08.013.
[13]Zapko KA, Ferranto M, Blasiman R, et al. Evaluating best educational practices, student satisfaction, and self-confidence in simulation: a descriptive study[J]. Nurse Educ Today, 2018,60:28-34. DOI: 10.1016/j.nedt.2017.09.006.
Outlines

/