Izvorni znanstveni članak
Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
Matej Jenko
; Department of Anesthesiology, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
Maja Frangež
; Department of Anesthesiology, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
Aleksander Manohin
; Department of Anesthesiology, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
Sažetak
teaching technique. The second aim was to test if students’
self-evaluated knowledge was in accordance with their actual
knowledge.
Methods A total of 126 first-year students of the Faculty
of Medicine in Ljubljana were involved in this parallel
study conducted in the academic year 2009/2010. They
were divided into ten groups. Five groups were taught the
2-stage model and five the 4-stage model. The students
were tested in a scenario immediately after the course.
Questionnaires were filled in before and after the course.
We assessed the absolute values of the chest compression
variables and the proportions of students whose performance
was evaluated as correct according to our criteria.
The results were analyzed with independent samples t test
or Mann-Whitney-U test. Proportions were compared with
χ2 test. The correlation was calculated with the Pearson coefficient.
Results There was no difference between the 2-stage
(2S) and the 4-stage approach (4S) in the compression
rate (126 ± 13 min-1 vs 124 ± 16 min -1, P = 0.180, independent
samples t test), compression depth (43 ± 7 mm vs
44 ± 8 mm, P = 0.368, independent samples t test), and the
number of compressions with correct hand placement
(79 ± 32% vs 78 ± 12, P = 0.765, Mann-Whitney U-test).
However, students from the 4-stage group had a significantly
higher average number of compressions per minute
(70 ± 13 min -1 2S, 78 ± 12 min-1 4S, P = 0.02, independent
samples t test). The percentage of students with all the
variables correct was the same (13% 2S, 15% 4S, P = 0.741,
χ2 test). There was no correlation between the students’ actual
and self-evaluated knowledge (P = 0.158, Pearson coefficient
= 0.127).
Conclusions The 4-stage teaching technique does not
significantly improve the quality of chest compressions.
The students’ self-evaluation of their performance after the
course was too high.
Ključne riječi
Hrčak ID:
94950
URI
Datum izdavanja:
15.10.2012.
Posjeta: 1.405 *