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Assessment of breathing in cardiac arrest: a randomised controlled trial of three teaching methods among laypersons

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Breindahl, Niklas ; Granholm, Anders ; Jensen, Theo Walther ; Ersbøll, Annette Kjær ; Myklebust, Helge ; Lippert, Freddy ; Lippert, Anne. / Assessment of breathing in cardiac arrest : a randomised controlled trial of three teaching methods among laypersons. I: BMC Emergency Medicine. 2021 ; Bind 21, Nr. 1. s. 114.

Bibtex

@article{77625c5519654da6a9549c8689bd7eb3,
title = "Assessment of breathing in cardiac arrest: a randomised controlled trial of three teaching methods among laypersons",
abstract = "BACKGROUND: The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest.METHODS: In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests.RESULTS: One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19-2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01-2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78-1.83).CONCLUSION: Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method.",
keywords = "Abnormal breathing, Agonal breathing, Basic life support, Breathing assessment, Breathing patterns, Cardiac arrest, Education, Gasping, Randomised controlled trial, Simulation",
author = "Niklas Breindahl and Anders Granholm and Jensen, {Theo Walther} and Ersb{\o}ll, {Annette Kj{\ae}r} and Helge Myklebust and Freddy Lippert and Anne Lippert",
note = "{\textcopyright} 2021. The Author(s).",
year = "2021",
month = oct,
day = "9",
doi = "10.1186/s12873-021-00513-4",
language = "English",
volume = "21",
pages = "114",
journal = "BMC Emergency Medicine",
issn = "1471-227X",
publisher = "BioMed Central Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Assessment of breathing in cardiac arrest

T2 - a randomised controlled trial of three teaching methods among laypersons

AU - Breindahl, Niklas

AU - Granholm, Anders

AU - Jensen, Theo Walther

AU - Ersbøll, Annette Kjær

AU - Myklebust, Helge

AU - Lippert, Freddy

AU - Lippert, Anne

N1 - © 2021. The Author(s).

PY - 2021/10/9

Y1 - 2021/10/9

N2 - BACKGROUND: The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest.METHODS: In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests.RESULTS: One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19-2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01-2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78-1.83).CONCLUSION: Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method.

AB - BACKGROUND: The aim of this trial was to compare a video- and a simulation-based teaching method to the conventional lecture-based method, hypothesizing that the video- and simulation-based teaching methods would lead to improved recognition of breathing patterns during cardiac arrest.METHODS: In this Danish, investigator-initiated, stratified, randomised controlled trial, adult laypersons (university students, military conscripts and elderly retirees) participating in European Resuscitation Council Basic Life Support courses were randomised to receive teaching on how to recognise breathing patterns using a lecture- (usual practice), a video-, or a simulation-based teaching method. The primary outcome was recognition of breathing patterns in nine videos of actors simulating normal breathing, no breathing, and agonal breathing (three of each). We analysed outcomes using logistic regression models and present results as odds ratios (ORs) with 95% confidence intervals (CIs) and P-values from likelihood ratio tests.RESULTS: One hundred fifty-three participants were included in the analyses from February 2, 2018 through May 21, 2019 and recognition of breathing patterns was statistically significantly different between the teaching methods (P = 0.013). Compared to lecture-based teaching (83% correct answers), both video- (90% correct answers; OR 1.77, 95% CI: 1.19-2.64) and simulation-based teaching (88% correct answers; OR 1.48; 95% CI: 1.01-2.17) led to significantly more correct answers. Video-based teaching was not statistically significantly different compared to simulation-based teaching (OR 1.20; 95% CI: 0.78-1.83).CONCLUSION: Video- and simulation-based teaching methods led to improved recognition of breathing patterns among laypersons participating in adult Basic Life Support courses compared to the conventional lecture-based teaching method.

KW - Abnormal breathing

KW - Agonal breathing

KW - Basic life support

KW - Breathing assessment

KW - Breathing patterns

KW - Cardiac arrest

KW - Education

KW - Gasping

KW - Randomised controlled trial

KW - Simulation

UR - http://www.scopus.com/inward/record.url?scp=85116533369&partnerID=8YFLogxK

U2 - 10.1186/s12873-021-00513-4

DO - 10.1186/s12873-021-00513-4

M3 - Journal article

C2 - 34627156

VL - 21

SP - 114

JO - BMC Emergency Medicine

JF - BMC Emergency Medicine

SN - 1471-227X

IS - 1

M1 - 114

ER -

ID: 68197424