Comparison of the Four-step Basic Life Support Approach with Non-Standardised Training Approach in Achieving Basic Life Support Proficiency among the Healthcare Workers
DOI:
https://doi.org/10.51253/pafmj.v73i6.10375Keywords:
BLS, non-standardised training, Checklist, Four-step BLS trainingAbstract
Objective: To quantify the effectiveness of non-structured training versus a structured 4-step approach for basic life support (BLS) knowledge and skills using quantitative assessment tools.
Study Design: Quasi-experimental study.
Place and Duration of Study: Department of Medicine, Combined Military Hospital, Peshawar Pakistan from Oct 2022 to Mar 2023.
Methodology: Two hundred (n=200) healthcare workers from all Hospital Departments were included in the study through
convenient sampling. They were divided into “Group-A” and “Group-B” of equal size. Group-A received BLS training
through a four-step approach, whereas Group-B received non-structured teacher-based training. Pre and post-training MCQs judged the knowledge gained, and a checklist was used to assess the effectiveness of the BLS skills.
Results: Both the groups had similar scores in the Pre-training test (p 0.692). Both groups improved their scores after their
respective training (p<0.001 for both groups). However, Group-A got a better score (mean score =70.50±11.22) than Group- B (mean score =59.60±11.88) with a highly significant difference (p-value<0.001). There was also a significant improvement (p<0.001) in BLS skills performance as per the checklist in Group-A (mean 7.69±1.47) versus Group-B (mean 6.18±1.34) out of a maximum score of 10.
Conclusion: The 4-step program is significantly better than non-standardised training in achieving BLS learning outcomes.
Downloads
Metrics
References
Tsao CW, Aday AW, Almarzooq ZI, Alonso A, Beaton AZ,
Bittencourt MS, et al. on behalf of the American Heart
Association Council on Epidemiology and Prevention Statistics
Committee and Stroke Statistics Subcommittee. Heart disease
and stroke statistics—2022 update: a report from the American
Heart Association. Circulation 2022; 145: e153–e639.
https://doi.org/10.1161/CIR.0000000000001052.
Onan A, Turan S, Elcin M, Erbil B, Bulut BS. The effectiveness of
traditional Basic Life Support training and alternative
technology-enhanced methods in high schools. Hong Kong J
Emerg Med 2019; 26(1): 44–52.
https://doi.org/10.1177/1024907918782239.
Jensen TW, Ersbøll AK, Folke F, Wolthers SA, Andersen MP,
Blomberg SN, et al. Training in basic life support and bystanderperformed cardiopulmonary resuscitation and survival in out-ofhospital cardiac arrests in denmark. JAMA Netw Open 2023;
(3): e233338.
http://doi.org/10.1001/jamanetworkopen.2023.3338.
Yeung CY, So KY, Cheung HHT, Hou PY, Ko HF, Lee A; Hong
Kong CO-CPRAED Instructors and Assessors Group.
Comparison of instructor-led compression-only cardiopulmonary resuscitation and automated external defibrillator
training for secondary school students: A multicenter noninferiority randomized trial. Resusc Plus 2023; 16(1): 100487.
http://doi.org/ 10.1016/j.resplu.2023.100487.
Hu Y, Zheng B, Zhu L, Tang S, Lu Q, Song Q, et al. The
effectiveness of emergency knowledge training of pediatric
medical workers based on the knowledge, skills, simulation
model: a quasi-experimental study. BMC Med Educ 2022; 22(1):
https://doi.org/10.1186/s12909-022-03267-0.
Giacomino K, Caliesch R, Sattelmayer KM. The effectiveness of
the Peyton’s 4-step teaching approach on skill acquisition of
procedures in health professions education: A systematic review
and meta-analysis with integrated meta-regression. Peer J 2020;
e10129. http://doi.org/10.7717/peerj.10129.
Schröder H, Henke A, Stieger L, Beckers S, Biermann H, Rossaint
R, et al. Influence of learning styles on the practical performance
after the four-step basic life support training approach - An
observational cohort study. PLoS One 2017; 12(5): e0178210.
https://doi.org/10.1371/journal. pone.0178210.
van Dawen J, Vogt L, Schröder H, Rossaint R, Henze L, Beckers
SK, et al. The role of a checklist for assessing the quality of basic
life support performance: an observational cohort study. Scand J
Trauma Resusc Emerg Med 2018; 26(1): 96.
https://doi.org/10.1186/s13049-018-0564-4.
Tabish SA. Assessment methods in medical education. Int J
Health Sci 2008; 2(2): 3-7.
Razzak JA, Mawani M, Azam I, Robinson C, Talib U, Kadir MM,
et al. Burden of out-of-hospital cardiac arrest in Karachi,
Pakistan: Estimation through the capture-recapture method. J
Pak Med Assoc 2018; 68: 990-993.
Virginie FC. Miklos S. Fifty Years on: A Retrospective on the
World's First Problem-based Learning Programme at McMaster
University Medical School. Health Profes Educ 2019; 5(1): 3-12.
http://dx.doi.org/10.1016/j.hpe.2018.04.002.
Kose S, Akin S, Mendi O, Goktas S. The effectiveness of basic life
support training on nursing students’ knowledge and basic life
support practices: a non-randomized quasi-experimental design.
Afri Health Sci 2019; 19(2): 2252-2262.
https://doi.org/10.4314/ahs.v19i2.51.
Frangenz M, Jenko M, Gradisek P, Kaminek M. Medical students
perform basic life support skills in a simulated scenario better
using a 4-stage teaching approach compared to conventional
training. Signa Vitae 2017; 13(1): 61-64.
https:// doi.org/10.22514/SV131.042017.22.
Joshi T, Budhathoki P, Adhikari A, Poudel A, Raut S, Shrestha
DB et al. Improving Medical Education: A Narrative Review.
Cureus 2021; 13(10): e18773.
https:// doi.org/10.7759/cureus.18773 10.7759/cureus.18773.
Ahmady S, Kohan N, Namazi H, Zarei A, Mirmoghtadaei ZS,
Hamidi H, et al. Outstanding qualities of a successful role model
in medical education: Students and professors’ points of view.
Ann Med Surg 2022; 82: 104652.
http://dx.doi.org/10.1016/j.amsu.2022.104652.
James M, Baptista AMT, Barnabas D, Sadza A, Smith S, Usmani
O, et al. Collaborative case-based learning with programmatic
team-based assessment: a novel methodology for developing
advanced skills in early-years medical students. BMC Med Educ
; 22(1): 81. https://doi.org/10.1186/s12909-022-03111-5 .
Burgess A, Diggele CV, Roberts C, Mellis C. Key tips for teaching
in the clinical setting. BMC Med Educ 2022; (2): 463.
https://doi.org/10.1186/s12909-020-02283-2.
Fullerton PD, Sarkar M, Haque S, McKenzie W. Culture and
understanding the role of feedback for health professions
students: realist synthesis protocol. BMJ Open 2022; 12: e049462.
Downloads
Published
How to Cite
Issue
Section
