Study Results
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Basic Information
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COMPLETED
NA
72 participants
INTERVENTIONAL
2016-03-01
2016-10-01
Brief Summary
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Detailed Description
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This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students' satisfaction of peer-led training.
A randomized controlled trial with blinded assessors will be conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Students will be randomly assigned to peer-led or to professional-led training group for one-day-course of basic life support skills.
Analysis will be done on students who underwent checklist based assessment using objective structured clinical examination design (OSCE) (practical assessment of BLS skills) and answered BLS knowledge checkpoint-questionnaire.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
SINGLE
Study Groups
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Peers' group
36 Medical students are allocated randomly to Peers' group where they are trained on BLS skills by senior students.
Four students from the latest three years of study in medical schools in Syria (4th, 5th, and 6th) are randomly selected and enrolled to be instructors for basic life support training course to transfer the resuscitation skills to medical students from pre-clinical years.
Basic life support training
A course design was made to be consistent with ERC guidelines with local modifications made by emergency professionals in duration, instructor-to-trainee ratio, course materials, methods to deliver these materials theoretically, and the type of the manikin used to practice CPR. One-day-course consisting of 75, 20, 20, 20 minutes for theoretical BLS, chocking, recovery position, the practical representation of BLS scenario respectively followed by 40-minute practical training on BLS skills for each subgroup. Both arms of the study follow the same timeline and no extra time is given to any group.
Same manikins were used for the training and the assessment. On the day of the experiment students in each arm are divided into 4 subgroups of maximum 9 students, each led by two trainers of BLS skills with a maximum ratio of 2 instructors to 9 students per group.
Professionals' group
36 students are allocated randomly to professionals' group where they are trained on BLS skills by professional trainers in emergency. Four professionals (2 emergency doctors, cardiologist and anesthesiologist) are leading training to the control group to deliver the basic life support training course with the same duration and content as the intervention group.
Basic life support training
A course design was made to be consistent with ERC guidelines with local modifications made by emergency professionals in duration, instructor-to-trainee ratio, course materials, methods to deliver these materials theoretically, and the type of the manikin used to practice CPR. One-day-course consisting of 75, 20, 20, 20 minutes for theoretical BLS, chocking, recovery position, the practical representation of BLS scenario respectively followed by 40-minute practical training on BLS skills for each subgroup. Both arms of the study follow the same timeline and no extra time is given to any group.
Same manikins were used for the training and the assessment. On the day of the experiment students in each arm are divided into 4 subgroups of maximum 9 students, each led by two trainers of BLS skills with a maximum ratio of 2 instructors to 9 students per group.
Interventions
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Basic life support training
A course design was made to be consistent with ERC guidelines with local modifications made by emergency professionals in duration, instructor-to-trainee ratio, course materials, methods to deliver these materials theoretically, and the type of the manikin used to practice CPR. One-day-course consisting of 75, 20, 20, 20 minutes for theoretical BLS, chocking, recovery position, the practical representation of BLS scenario respectively followed by 40-minute practical training on BLS skills for each subgroup. Both arms of the study follow the same timeline and no extra time is given to any group.
Same manikins were used for the training and the assessment. On the day of the experiment students in each arm are divided into 4 subgroups of maximum 9 students, each led by two trainers of BLS skills with a maximum ratio of 2 instructors to 9 students per group.
Eligibility Criteria
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Inclusion Criteria
* Sign the consent form.
Exclusion Criteria
* any serious acute or chronic illness (infectious, psychological, physical).
* scheduling conflict between the date of the BLS course and other faculty's classes or exams.
* missing the course or the assessment for any reason.
* refusing to sign the consent and having any prior experience in BLS skills (previously trained on BLS).
ALL
Yes
Sponsors
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Damascus University
OTHER
Responsible Party
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References
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Association AH. ECC Course Evaluation. 2012.
Perkins GD, Handley AJ, Koster RW, Castren M, Smyth MA, Olasveengen T, Monsieurs KG, Raffay V, Grasner JT, Wenzel V, Ristagno G, Soar J; Adult basic life support and automated external defibrillation section Collaborators. European Resuscitation Council Guidelines for Resuscitation 2015: Section 2. Adult basic life support and automated external defibrillation. Resuscitation. 2015 Oct;95:81-99. doi: 10.1016/j.resuscitation.2015.07.015. Epub 2015 Oct 15. No abstract available.
Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted Learning in Cardiopulmonary Resuscitation: The Jigsaw Model. J Emerg Med. 2016 Jan;50(1):67-73. doi: 10.1016/j.jemermed.2015.04.002. Epub 2015 Jun 20.
Fujiwara T, Nishimura M, Honda R, Nishiyama T, Nomoto M, Kobayashi N, Ikeda M. Comparison of peer-led versus professional-led training in basic life support for medical students. Adv Med Educ Pract. 2011 Jul 26;2:187-91. doi: 10.2147/AMEP.S22948. Print 2011.
Perkins GD, Hulme J, Bion JF. Peer-led resuscitation training for healthcare students: a randomised controlled study. Intensive Care Med. 2002 Jun;28(6):698-700. doi: 10.1007/s00134-002-1291-9. Epub 2002 Apr 24.
Other Identifiers
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2210110616
Identifier Type: -
Identifier Source: org_study_id
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