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Four-stage teaching technique and chest compression performance of medical students compared to conventional technique

AIM: To compare the 2-stage and 4-stage basic life support 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 par...

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Autores principales: Jenko, Matej, Frangež, Maja, Manohin, Aleksander
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Croatian Medical Schools 2012
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3490459/
https://www.ncbi.nlm.nih.gov/pubmed/23100211
http://dx.doi.org/10.3325/cmj.2012.53.486
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author Jenko, Matej
Frangež, Maja
Manohin, Aleksander
author_facet Jenko, Matej
Frangež, Maja
Manohin, Aleksander
author_sort Jenko, Matej
collection PubMed
description AIM: To compare the 2-stage and 4-stage basic life support 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 χ(2) 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, χ(2) 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.
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spelling pubmed-34904592012-11-09 Four-stage teaching technique and chest compression performance of medical students compared to conventional technique Jenko, Matej Frangež, Maja Manohin, Aleksander Croat Med J Medical Education AIM: To compare the 2-stage and 4-stage basic life support 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 χ(2) 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, χ(2) 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. Croatian Medical Schools 2012-10 /pmc/articles/PMC3490459/ /pubmed/23100211 http://dx.doi.org/10.3325/cmj.2012.53.486 Text en Copyright © 2012 by the Croatian Medical Journal. All rights reserved. http://creativecommons.org/licenses/by/2.5/ This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Medical Education
Jenko, Matej
Frangež, Maja
Manohin, Aleksander
Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
title Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
title_full Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
title_fullStr Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
title_full_unstemmed Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
title_short Four-stage teaching technique and chest compression performance of medical students compared to conventional technique
title_sort four-stage teaching technique and chest compression performance of medical students compared to conventional technique
topic Medical Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3490459/
https://www.ncbi.nlm.nih.gov/pubmed/23100211
http://dx.doi.org/10.3325/cmj.2012.53.486
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