Peers Vs Professionals in Basic Life Support Training
- Conditions
- Basic Life Support Training Course
- Interventions
- Other: Basic life support training
- Registration Number
- NCT03511872
- Lead Sponsor
- Damascus University
- Brief Summary
An Evaluation of Peer-led basic life support training course compared with professional-led course in a limited resource environment; A randomized controlled trial
- Detailed Description
Peer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency.
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.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 72
- Medical student from 1st, 2nd and third year at Syrian Private University.
- Sign the consent form.
- presence of any health problems preventing students from doing physical exercise.
- 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).
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Peers' group Basic life support training 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. Professionals' group Basic life support training 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.
- Primary Outcome Measures
Name Time Method BLS practical skills Training and assessment were held at the same day of the experiment for both groups, 1) within 24 hours of providing the bls training course. A practical simulated scenario assessment using a checklist based evaluation in objective structured clinical examination (OSCE) design. The checklist is constructed in accordance to European resuscitation council (ERC) guideline. Students should perform each point correctly to pass the assessment (1- Safe approach, 2- call for help, 3- opening airway, 4-checking cardiopulmonary situation, 5- call ambulance, 6- CPR with effective depth, 7-rate and 8-position, 9-rescue breaths).
- Secondary Outcome Measures
Name Time Method Students' evaluation of BLS course survey Training and assessment were held at the same day of the experiment for both groups. 1) within 24 hours of providing the bls training course. Students' reported outcomes using American Heart Association (AHA) survey of BLS course evaluation. This survey aims to investigate students' satisfaction and their opinions about the course.
BLS knowledge questionnaire Training and assessment were held at the same day of the experiment for both groups. 1) within 24 hours of providing the bls training course. a 20-item questionnaire with 3 checkpoints per item (60-point-scale) derived from ERC materials after testing the applicability of the questionnaire by a pilot study.