Evaluation of the Effect of Basic Life Support Intensive Training_West China Medical Journal

Authors：

 HanYing , ZhaoRong ,  PuDan

Clinical Skill Training Center, West China Hospital, Sichuan University, Chengdu, Sichuan, 610041, P. R. China;

Corresponding?author：

PuDan, Email: 925102224@qq.com

Keywords：

Basic life support; Intensive training; Effect; Evaluation

DOI：

10.7507/1002-0179.201600277

Video：

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Objective To evaluate the effect of basic life support (BLS) intensive training for medical students who have received BLS training within one year. Methods We enrolled 865 medical students between January to December 2015 who had received BLS training within one year. These students were divided into three groups [undergraduate upcoming doctor (group A, n=436), postgraduate upcoming doctor (group B, n=197), and undergraduate upcoming medical technician (group C, n=232)] based on their major and educational background. In the study, they received on-the-spot BLS intensive training, and took BLS basic knowledge examination, skill examination and comprehensive capacity test before and after training. During the study, comprehensive capacity was evaluated by training scale including such items as emergency awareness, psychological diathesis, disposal ability, cooperation ability, and operation accuracy. Results BLS basic knowledge scores for the above three groups before and after training were respectively 58.9±9.5 vs 93.5±7.6, 52.5±4.5 vs 90.3±3.5, 54.8±5.3 vs 88.5±4.5, and the skill scores were 58.8±3.2 vs 95.3±1.7, 57.6±4.2 vs 90.5±2.3, 50.9±3.8 vs 93.5±1.8, respectively. The scores after training were significantly better than those before training (P＜0.05). Comprehensive capacity was also improved significantly after intensive training (P＜0.05). Conclusions Establishing a BLS intensive training program has important clinical significances for updating and consolidating the emergency knowledge, improving teaching quality and emergency training effect. So it is worth popularizing.

Citation： HanYing, ZhaoRong, PuDan. Evaluation of the Effect of Basic Life Support Intensive Training. West China Medical Journal, 2016, 31(6): 1031-1034. doi: 10.7507/1002-0179.201600277 Copy

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1. 于學忠, 黃子通. 急診醫學[M]. 北京: 人民衛生出版社, 2005.
2. 2005 American Heart Association. Adult basic life support[J]. Circulation, 2005, 12(24s): 19-34．.
3. 陸遠強, 潘建, 章夏萍, 等. 心肺復蘇技術社區培訓效果相關影響因素的研究[J]. 中華危重癥醫學雜志: 電子版, 2013, 6(2): 1-4.
4. 司瑞, 宋愛俠, 王海昌, 等. 醫院心肺復蘇全新培訓模式的實踐與探索[J]. 中華醫學教育雜志, 2013, 33(2): 287-289.
5. 胡大一, 郭藝芳. 2010年美國心臟協會心肺復蘇與心血管病急救指南要點介紹[J]. 中華心血管病雜志, 2011, 39(10): 964-966.
6. Neumar RW, Shuster M, Callaway CW, et al. Part 1: executive summary: 2015 American Heart Association guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care[J]. Circulation, 2015, 132(18 Suppl 2): S315-S367.
7. Berg RA, Hemphill R, Abella BS, et al. Part 5: adult basic life support: 2010 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care[J]. Circulation, 2010, 122(18 Suppl 3): S685-S705.
8. 王海娟, 楊桂濤. 心肺復蘇急救培訓實踐與啟示[J]. 中華醫學教育探索雜志, 2015, 14(12): 1286-1289.
9. 潘琴山. 淺析心肺復蘇在醫學急救中的重要作用[J]. 中國醫學創新, 2012, 9(22): 149-150.
10. Van Heest A, Putnam M, Agel J, et al. Assessment of technical skills of orthopaedic surgery residents performing open carpal tunnel release surgery[J]. J Bone Joint Surg Am, 2009, 91(12): 2811-2817.
11. 王春梅, 覃秀川. 強化模擬訓練在急診心肺復蘇教學中的效果[J]. 中國循證心血管醫學雜志, 2013, 5(3): 296-298.
12. 李崎, 羅朝志, 劉進, 等. 臨床教學中基本生命支持技能評估制度的建立[J]. 中華醫學教育探索, 2011, 10(6): 711-713.
13. Hazinski MF, Nolan JP, Aicken R, et al. Part 1: executive summary: 2015 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations[J]. Circulation, 2015, 132(16 Suppl 1): S2-S39.
14. Lerner S, Magrane D, Friedman E, et al. Teaching teamwork in medical education[J]. Mt Sinai J Med, 2009, 76(4): 318-329.
15. Shapiro MJ, Gardner R, Godwin SA, et al. Defining team performance for simulation-based training: methodology, metrics, and opportunities for emergency medicine[J]. Acad Emerg Med, 2008, 15(11): 1088-1097.
16. Baker DP, Day R, Salas E. Teamwork as an essential component of high-reliability organizations[J]. Health Serv Res, 2006, 41(4 Pt 2): 1576-1598.
17. 吳黎明. 高質量心肺復蘇: 探索與挑戰[J]. 中華危重病急救醫學, 2013, 25(11): 642-645.
18. 汪列兵, 楊雁, 趙旭君. 基層部隊衛生員院前急救知識與技能培訓效果分析[J]. 華南國防醫學雜志, 2013, 27(5): 341-343.
19. 教育部, 國家衛生計生委, 國家中醫藥管理局, 等. 教育部等六部門關于醫教協同深化臨床醫學人才培養改革的意見[EB/ OL]. (2014-11-27)[2015-12-05]. http://www.nhfpc.gov.cn/qjjys/s3593/201411/fd019826ce734430b3ea91edff5e6cb7.shtml.
20. Carvalho IP, Pais VG, Almeida SS, et al. Learning clinical communication skills: outcomes of a program for professional practitioners[J]. Patient Educ Couns, 2011, 84(1): 84-89.

West China Medical Journal

Evaluation of the Effect of Basic Life Support Intensive Training

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