Objective By observing the effect of a real-time visual feedback device on the development and maintenance of the cardiopulmonary resuscitation emergency skills of medical students, we attempted to explore the implementation path of emergency education and popularization activities for cardiopulmonary resuscitation.
Methods Totally 78 medical students (33 males and 45 females) who were clinically interning in a hospital in June 2022 were selected for the study and randomly divided into the treatment group and the control group, with 39 people in each group. Before training, the mastery of cardiopulmonary resuscitation (CPR) in the two groups was assessed. Then, the control group performed situation -simulated cardiopulmonary resuscitation skills exercises on an inflatable human model, and the treatment group used real -time visual feedback equipment for 2 minutes of cardiopulmonary resuscitation training. After the training, theoretical knowledge and operational skills of both groups were assessed at four time points: week 0, week 10, week 28, and week 52, and the generalized estimating equations model was used to compare the training effects of the two groups.
Results Before training, the baseline characteristics, CPR knowledge, and skills of the treatment group and the control group were similar, with no statistically significant differences (P > 0.05). Additionally, the average depth of chest compressions for both groups did not meet the standard requirements. After the training, the training effects of both groups improved. Further analysis results showed that: (1) The treatment group scored higher than the control group in chest compression evaluations at weeks 0 and 10 (P < 0.05). Both groups showed an increase in chest compression scores from week 0 to week 28, but a decrease at week 52 (P < 0.05). (2) After training, the proportion of advanced CPR practitioners was higher in the treatment group and at week 28 (P < 0.05). (3) After training, the control group's chest compression depth remained below standard at 4 time points. The treatment group's chest compression depth was higher than the control group at weeks 0, 10, 28, and 52 (P < 0.05); both in weeks 10 and 28 were higher than that in weeks 0, but decreased at week 52 (P < 0.05); the compression depth in week 10 of the control group was higher than that in week 0, and the compression score in week 28 was higher than that in weeks 0 and 10, but also decreased at week 52 (P < 0.05). (4) After training, the treatment group achieved standard chest compression frequency and was higher than the control group at weeks 0 and 10 (P < 0.05). The control group achieved standard chest compression frequency at weeks 28 and 52, which was higher than weeks 0 and 10 (P < 0.05). (5) After training, the proportion of students who mastered correct hand placement and sufficient chest recoil was higher in the treatment group (P < 0.05). (6) After training, there was no significant difference in the proportion of students who mastered CPR theoretical knowledge and the proportion of students who implemented CPR self-identification between the two groups (P > 0.05), but overall, CPR self-identification was higher at week 52 (P < 0.05).
Conclusions In cardiopulmonary resuscitation training using real-time visual feedback devices, there is a significant improvement in medical students' cardiopulmonary resuscitation skills in the short term and maintenance of these skills over a longer period. Combining modern training modes with traditional teaching methods can more effectively disseminate and maintain high-quality cardiopulmonary resuscitation education among medical students.
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