Cardiopulmonary Resuscitation Training for Healthcare Professionals (original) (raw)
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SAGE open medicine, 2018
Cardiopulmonary resuscitation (CPR) is lifesaving. Yet, cardiac arrest survival remains low despite CPR intervention. Education has been highlighted as a strategy to overcome this issue. Virtual Reality technology has been gaining momentum in the field of clinical education. Published studies report benefits of virtual reality for CPR education; yet, perceptions of CPR instructors towards virtual reality remain unexplored. CPR instructors are key stakeholders in CPR education and their perceptions are valuable for the design and adoption of virtual reality-enhanced learning. The purpose of this study is therefore to understand the perceptions of CPR instructors towards using virtual reality for health professionals' CPR education. The aim was addressed via three research questions: (1) What are the perceptions of CPR instructors towards current health professionals' CPR education? (2) What are the perceptions of CPR instructors towards features of virtual reality ideal for h...
An Affordable, Virtual Reality Based Training Application for Cardiopulmonary Resuscitation
International Journal on Advances in ICT for Emerging Regions (ICTer), 2021
In Medical science, proficiency in Cardiopulmonary Resuscitation (CPR) is considered as a vital skill for physicians. For training CPR, medical professionals use mechanical manikin which has some drawbacks when it comes to the realism of the simulation and the feedback of performance. This paper presents a Virtual Reality (VR) based solution to address some of these shortcomings. The approach here is augmenting the mechanical manikin with VR using HTC Vive, Leap Motion Controller, and a glove. To test the acceptance of this solution, a user-based evaluation was carried out. 85.7% of the users who have participated in the evaluation have expressed their preference upon using VR in CPR training. Even though the overall evaluation depicts a neutral output, this study opens avenues for future research in combining VR into medical training processes.
Virtual worlds for teaching the new CPR to high school students
Studies in health technology and informatics, 2007
In this study we created a virtual 3D world for learning to manage medical emergencies and evaluated it with 24 high school students in the USA and Sweden. We found that students in both groups felt immersed and found the online simulation easy to use. Scores for flow and self-assessed flow were significantly higher for the RHS group as compared to the HG group (p=.001 and .023 respectively; Mann Whitney U test). Self-efficacy scores for the HG group were significantly higher after training (p=.016 Mann Whitney U test). Males in the RHS group scored significantly higher on flow and self assessed flow than females (p=.006 and p=.023 respectively; Mann Whitney U test). This study demonstrates the potential value of using MMOS for learning to respond to medical emergencies.
Effects of repeated CPR training in virtual worlds on medical students' performance
Studies in health technology and informatics
We report on a study that investigates the relationship between repeated training of teams managing a medical emergency (CPR) in a Virtual World and performance outcome measures in a group of 12 medical students. The focus of the training was on individual actions, but also on interaction and behavior in the team. Current CPR training seems to lack important team training aspects which this type of training is addressing. Although a pilot study, we found clear indications of improved performance related to reduced number of errors and an increased CPR efficiency. This type of educational technology could be expanded to other groups for a similar purpose because of its easiness to use, adaptability and interactivity.
JMIR serious games, 2022
Background: Cardiac arrest after cardiac surgery commonly has a reversible cause, where emergency resternotomy is often required for treatment, as recommended by international guidelines. We have developed a virtual reality (VR) simulation for training of cardiopulmonary resuscitation (CPR) and emergency resternotomy procedures after cardiac surgery, the Cardiopulmonary Resuscitation Virtual Reality Simulator (CPVR-sim). Two fictive clinical scenarios were used: one case of pulseless electrical activity (PEA) and a combined case of PEA and ventricular fibrillation. In this prospective study, we researched the face validity and content validity of the CPVR-sim. Objective: We designed a prospective study to assess the feasibility and to establish the face and content validity of two clinical scenarios (shockable and nonshockable cardiac arrest) of the CPVR-sim partly divided into a group of novices and experts in performing CPR and emergency resternotomies in patients after cardiac surgery. Methods: Clinicians (staff cardiothoracic surgeons, physicians, surgical residents, nurse practitioners, and medical students) participated in this study and performed two different scenarios, either PEA or combined PEA and ventricular fibrillation. All participants (N=41) performed a simulation and completed the questionnaire rating the simulator's usefulness, satisfaction, ease of use, effectiveness, and immersiveness to assess face validity and content validity. Results: Responses toward face validity and content validity were predominantly positive in both groups. Most participants in the PEA scenario (n=26, 87%) felt actively involved in the simulation, and 23 (77%) participants felt in charge of the situation. The participants thought it was easy to learn how to interact with the software (n=24, 80%) and thought that the software responded adequately (n=21, 70%). All 15 (100%) expert participants preferred VR training as an addition to conventional training. Moreover, 13 (87%) of the expert participants would recommend VR training to other colleagues, and 14 (93%) of the expert participants thought the CPVR-sim was a useful method to train for infrequent post-cardiac surgery emergencies requiring CPR. Additionally, 10 (91%) of the participants thought it was easy to move in the VR environment, and that the CPVR-sim responded adequately in this scenario. Conclusions: We developed a proof-of-concept VR simulation for CPR training with two scenarios of a patient after cardiac surgery, which participants found was immersive and useful. By proving the face validity and content validity of the CPVR-sim, we present the first step toward a cardiothoracic surgery VR training platform.
Construction process of a Virtual Learning Environment in Adult Cardiopulmonary Resuscitation
2021
There are still considerable variability in survival rates regarding Cardiopulmonary Arrest (CA) that cannot be attributed exclusively to the patient characteristics. The lack of knowledge about the theme by professionals and academics is a graduation consequence. This way, graduating professionals able to operate front CA situations is believed to be a primordial attitude to increase patients’ survival chances. To do so, there are digital strategies that can be used, one of them is the Virtual Learning Environment. Thus, this paper’s objective is to develop a virtual interactive educational proposal about cardiopulmonary resuscitation care on adults. This is an applied research, which led to the development of a technological product – the elaboration of an educational proposal applied to Virtual Learning Environment. Then, it took place the cyclic phases of conception and planning, development and implementation, according to procedures and evidence reported on previous studies. The Virtual Learning Environment was called “Training in Basic Life Support (BLS)”, and has seven modules: “Historical Aspects”, “Basic Life Support”, “Epidemiology”, “Concepts”, “Anatomy and Physiology”, “Algorithms”, “Simulation and Questions”. The illustrations, formatting and layout were built by integrating both language programming technologies: PHP and JavaScript. The results of the evaluation, made by the academics, about the VLE usage pointed that opportunities to self-learning were created and the available resources in the environment were useful to support learning. It’s necessary to comprehend and incorporate the Virtual Learning Environment as an efficient educational tool, and get aware of this knowledge as a strategy to add up new experiences and values to teachers’ practice.
Western Journal of Emergency Medicine
Introduction: Most medical schools teach cardiopulmonary resuscitation (CPR) during the final year in course curriculum to prepare students to manage the first minutes of clinical emergencies. Little is known regarding the optimal method of instruction for this critical skill. Simulation has been shown in similar settings to enhance performance and knowledge. We evaluated the comparative effectiveness of highfidelity simulation training vs. standard manikin training for teaching medical students the American Heart Association (AHA) guidelines for high-quality CPR.
Sensors
The Objective Structured Clinical Exam (OSCE) is an assessment tool used as a reliable method for clinical competence evaluation of students. This paper presents an investigation focused on the chain of survival, its related exploration, management, and technical skills, and how Virtual Reality (VR) can be used for the creation of immersive environments capable of evaluating students’ performance while applying the correct protocols. In particular, the Cardiopulmonary Resuscitation (CPR) procedure is studied as an essential step in the development of the chain of survival. The paper also aims to highlight the limitations of traditional methods using mechanical mannequins and the benefits of the new approaches that involve the students in virtual, immersive, and dynamic environments. Furthermore, an immersive VR station is presented as a new technique for assessing CPR performance through objective data collection and posterior evaluation. A usability test was carried out with 33 cli...
A Randomized Trial of Cardiopulmonary Resuscitation Training for Medical Students
Simulation in healthcare : journal of the Society for Simulation in Healthcare, 2013
Introduction: Current European Resuscitation Guidelines 2010 recommend the use of prompt/feedback devices when training for cardiopulmonary resuscitation (CPR). We aimed to assess the quality of CPR training among second-year medical students with a voice advisory mannequin (VAM) compared to guidance provided by an instructor. Methods: Forty-three students received a theoretical reminder about CPR followed by a 2-minute pretest on CPR (compressions/ventilations cycle) with Resusci Anne SkillReporter (Laerdal Medical). They were then randomized into a control group (n = 22), trained by an instructor for 4 minutes per student, and an intervention group (n = 21) trained individually with VAM CPR mannequin for 4 minutes. After training, the students performed a 2-minute posttest, with the same method as the pretest. Results: Participants in the intervention group (VAM) performed more correct hand position (73% vs. 37%; P = 0.014) and tended to display better compression rate (124 min j1 vs. 135 min j1 ; P = 0.089). In a stratified analyses by sex we found that only among women trained with VAM was there a significant improvement in compression depth before and after training (36 mm vs. 46 mm, P = 0.018) and in the percentage of insufficient compressions before and after training (56% vs. 15%; P = 0.021). Conclusions: In comparison to the traditional training method involving an instructor, training medical students in CPR with VAM improves the quality of chest compressions in hand position and in compression rate applied to mannequins. Only among women was VAM shown to be superior in compression depth training. This technology reduces costs in 14% in our setup and might potentially release instructors' time for other activities.