Impact of peer sharing real-life experience during CPR training for medical undergraduates

Through this experimental study, we hypothesized that a student sharing their real-life’s experience of resuscitating a cardiac arrest victim during a BLS training session would influence learning motivation and readiness to perform CPR among students resulting in better retention of the knowledge and skills among first-year medical undergraduates. We designed the present study to achieve the following objectives. • To evaluate the influence of CPR training on knowledge, skills, and attitudes among first-year medical undergraduates and assess if a pre-session assessment influences learning. • To evaluate how a near-peer sharing their real-life experience of performing CPR on a victim’ influences first-year medical students’ learning and readiness to perform CPR. • To get student feedback on the simulation session and the near-peer interaction. We used validated questionnaires to test knowledge (pre, immediate post, and delayed post-test), readiness to perform CPR, and a skill assessment checklist. The students were encouraged to provide the session feedback through open-ended questions. As the data showed a deviation from a normal distribution, we applied non-parametric tests for the statistical analysis. To evaluate how ‘the student sharing their experience’ has influenced learning, we compared the post-test scores and the responses of readiness to perform CPR between intervention groups with the non-intervention groups using Mann Whitney test. To check if the pre-testing had an influence on the post-test scores, we compared the post-test and extended-post-test between the pretested and the non-pretested groups using Mann Whitney U test. We applied the Mann-Whitney U test also to compare the knowledge post-test scores, ranks of readiness to perform CPR, and the skill evaluation scores between all the four groups. We compared the ranks for the individual responses for the readiness to perform CPR questionnaire between pre-tested groups before and after the training using Wilcoxon Signed Rank Test. We used SPSS version 21 for the statistical analysis. We also performed a thematic analysis of the feedback responses of the students. The concerns expressed by the students while performing CPR before and after the training were analyzed for frequency and represented graphically.本实验研究提出假设：在基础生命支持（Basic Life Support, BLS）培训课程中，医学生分享其对心脏骤停患者实施心肺复苏（Cardiopulmonary Resuscitation, CPR）的真实实战经验，可对一年级医学本科生的学习动机与心肺复苏实操意愿产生影响，进而提升其知识与技能的留存效果。本研究旨在达成以下目标： • 评估心肺复苏培训对一年级医学本科生知识、技能与态度的影响，并考察课前测评对学习效果的作用； • 探究近同伴分享其真实心脏骤停患者心肺复苏实战经验，对一年级医学生学习动机与实操意愿的影响； • 收集学生对模拟培训课程及近同伴互动环节的反馈意见。 本研究采用经过信效度验证的问卷，分别在培训前、培训后即刻及培训后延迟阶段测试学生的知识掌握程度，并评估其心肺复苏实操意愿；同时使用技能考核评分表开展实操测评。此外，鼓励学生通过开放式问题提交课程反馈。 鉴于数据偏离正态分布，本研究采用非参数检验进行统计分析。为验证"学生经验分享"对学习效果的影响，本研究通过曼-惠特尼U检验（Mann Whitney U test）对比干预组与非干预组的后测成绩及心肺复苏实操意愿问卷结果。为考察课前测评对后测成绩的影响，本研究通过曼-惠特尼U检验对比接受课前测评组与未接受课前测评组的后测成绩及延迟后测成绩。此外，本研究亦采用曼-惠特尼U检验，对比四组受试者的知识后测成绩、心肺复苏实操意愿得分排名及技能评估分数。针对培训前后学生心肺复苏实操意愿问卷的单项应答排名，本研究采用威尔科克森符号秩检验（Wilcoxon Signed Rank Test）开展对比分析。本研究使用SPSS 21版本软件完成统计分析，并对学生的反馈意见进行主题编码分析。此外，本研究对培训前后学生在实施心肺复苏过程中提出的顾虑进行频次统计，并以图表形式呈现结果。