Peers Versus Professional Training of Basic Life Support in Syria: a Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 72
- 主要终点
- BLS practical skills
研究概览
简要总结
An Evaluation of Peer-led basic life support training course compared with professional-led course in a limited resource environment; A randomized controlled trial
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
Two blinded 10-year experienced professionals in emergency training (trainers in the Syrian resuscitation council) are asked to evaluate students' skills independently A third assessor who is also professional in emergency training is asked to resolve conflict judgments between live and camera assessment when existed.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Medical student from 1st, 2nd and third year at Syrian Private University.
- •Sign the consent form.
排除标准
- •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).
研究组 & 干预措施
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.
干预措施: Basic life support training (Other)
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.
干预措施: Basic life support training (Other)
结局指标
主要结局
BLS practical skills
时间窗: 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).
次要结局
- 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.)
- 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.)