Data from: Comparison of a newly established emotional stimulus approach to a classical assessment-driven approach in BLS training: a randomised controlled trial

Objective: The study objective was to implement two strategies (short emotional stimulus vs announced practical assessment) in the teaching of resuscitation skills in order to evaluate whether one led to superior outcomes. Setting: This study is an educational intervention provided in one German academic university hospital. Participants: First-yearmedical students (n=271) during the first3 weeks of their studies. Interventions: Participants were randomly assigned to one of two groups following a sequence of random numbers: the emotional stimulus group (EG) and the assessment group (AG). In the EG, the intervention included watching an emotionally stimulating video prior to the Basic Life Support (BLS) course. In the AG, a practical assessment of the BLS algorithm was announced and tested within a 2 min simulated cardiac arrest scenario. After the baseline testing, a standardised BLS course was provided. Evaluation points were defined 1 week and 6 months after. Primary outcome measures: Compression depth (CD) and compression rate (CR) were recorded as the primary endpoints for BLS quality. Results: Within the study, 137 participants were allocated to the EG and 134 to the AG. 104 participants from EG and 120 from AG were analysed1 week after the intervention, where they reached comparable chest-compression performance without significant differences (CR P=0.49; CD P=0.28). The chest-compression performance improved significantly for the EG (P<0.01) and the AG (P<0.01) while adhering to the current resuscitation guidelines criteria for CD and CR. Conclusions: There was no statistical difference between both groups’ practical chest-compression-performance. Nevertheless, the 2 min video sequence used in the EG with its low production effort and costs, compared with the expensive assessment approach, provides broad opportunities for applicability in BLS training.研究目标：本研究旨在复苏技能教学中实施两种干预策略——短时情感刺激方案与预先告知的实操考核方案，以评估二者是否可产生更优异的教学成效。 研究场景：本研究为一项教育干预研究，实施于德国某学术型大学附属医院。 研究对象：入学首三周的一年级医学生（n=271）。 干预方案：受试者通过随机数序列被随机分配至两组：情感刺激组（EG）与考核组（AG）。情感刺激组受试者在基础生命支持（Basic Life Support, BLS）课程开始前，观看一段具有情感感染力的视频；考核组受试者则提前获知将在2分钟模拟心搏骤停场景中，接受基础生命支持流程的实操考核。基线测试完成后，所有受试者均接受标准化基础生命支持课程。分别于干预后1周及6个月设置评估节点。 主要结局指标：胸外按压深度（Compression Depth, CD）与胸外按压频率（Compression Rate, CR）被定为评估基础生命支持质量的核心终点。 研究结果：本研究共纳入137名受试者至情感刺激组，134名至考核组。干预后1周，共对情感刺激组104名、考核组120名受试者进行数据分析，两组胸外按压表现无显著统计学差异（按压频率P=0.49；按压深度P=0.28）。两组受试者的胸外按压表现均较基线显著提升（情感刺激组P<0.01，考核组P<0.01），且均符合当前复苏指南中关于按压深度与频率的规范标准。 研究结论：两组受试者的实操胸外按压表现无统计学差异。相较于成本高昂的实操考核方案，情感刺激组所采用的低制作投入、低成本的2分钟视频序列，在基础生命支持培训中具备更广泛的应用前景。