不同地区心肺复苏标准化教学的效果分析  

Effect analysis of standardized teaching of cardiopulmonary resuscitation in different areas

作　　者：王晓晖[1] 金志鹏 张瑜 钱素云[1] Wang Xiaohui;Jin Zhipeng;Zhang Yu;Qian Suyun(Pediatric Intensive Care Unit,Beijing Children′s Hospital,Capital Medical University,National Center for Children′s Health,Beijing 100045,China;Pediatric Intensive Care Unit,Beijing Children′s Hospital Zhengzhou Hospital,Children′s Hospital Affiliated to Zhengzhou University,Henan Children′s Hospital,Zhengzhou 450018,China;Department of Research and Education,Beijing Children′s Hospital Baoding Hospital,Baoding Children′s Hospital,Baoding 071000,China)

机构地区：[1]国家儿童医学中心/首都医科大学附属北京儿童医院重症医学科,100045 [2]北京儿童医院郑州医院/郑州大学附属儿童医院/河南省儿童医院大内科和重症医学科,450018 [3]北京儿童医院保定医院/保定市儿童医院科研与教育处,071000

出　　处：《中华医学教育探索杂志》2021年第10期1230-1235,共6页Chinese Journal of Medical Education Research

基　　金：首都医科大学2021教育教学改革研究课题(2021JYY204);郑州市科学技术局2019年科技惠民计划项目(2019KJHM0003)。

摘　　要：目的分析北京儿童医院等三所医院的心肺复苏(cardiopulmonary resuscitation,CPR)受训学员的考核成绩,查找影响结果的因素,提高同质化培训效果。方法将在2020年8月27日至9月27日参与三所医院心肺复苏标准化教学的学员和授课教师纳入研究。授课过程遵循国际统一标准的基础生命支持实施人员课程计划。通过笔试、单人CPR及自动体外除颤器(automatic external defibrillator,AED)技能考核成绩、团队CPR培训效果问卷调查,评价教学效果。采用SPSS 20.0卡方检验进行组间差异分析,使用logistic回归分析查找影响考核结果的因素。结果三所儿童医院的25名教师授课27次,完成培训及考核154人。其中,144人通过笔试,占比93.5%;130人一次性通过单人CPR+AED技能考试,占比84.4%。三地学员的笔试和技能考试结果差异有统计学意义(P<0.05)。回归分析显示,学员的职称和授课教师的教学经验会影响技能考试结果。学员身份、岗位、职称存在地区差异,但对团队CPR的学习需求相同,比例为44.8%,高于单项技能。94.8%的学员认为"闭环式沟通"是团队CPR中的重要能力,培训后74.7%的学员认为该项有提高。结论现阶段利用双讲师制、教考分离措施确保了CPR的标准化教学;通过规范的量化考核,严把学员出口关,达成了同质化效果,提高了抢救成功率。团队协作CPR的教学水平存在差异,基于学员自评的调查结果,有利于客观反映教学质量,促进教师反思教学过程,提升高效团队协作培训项目的教学质量。Objective To put forward the teaching improvement direction and promote homogeneous training by analyzing the assessment results of the trainees having the training of cardiopulmonary resuscitation(CPR)in three hospitals like Beijing Children's Hospital,and identifying related influencing factors.Methods From August 27 to September 27,2020,students and teachers who participated in the standardized teaching of CPR in three hospitals were included in the study.The teaching process followed the international unified standard curriculum plan for basic life support implementer.The teaching effect was evaluated by written examination,single-person CPR,automatic external defibrillator(AED)skill test and student satisfaction surveys on the team CPR training effect.SPSS 20.0 was used to analyze the differences between groups,and logistic regression analysis was used to find out the factors affecting the assessment results.Results Twenty-five teachers from three children's hospitals gave lessons for 27 times,and 154 students completed the training and assessments.Among them,144 passed the written examination,accounting for 93.5%,while 130 passed the single-person CPR+AED skill test at one time,accounting for 84.4%.There were significant differences in the results of written examination and skill test among students from these three hospitals(P<0.05).Multivariate analysis showed that the professional title of the students and the experience of the teachers affected the scores of the skill test.There were regional differences in students'identities,positions and professional titles,but their learning needs for team CPR were the same,accounting for 44.8%,which was higher than that of single skills.A percentage of 94.8%students believed that the ability of"closed-loop communication"was an important factor in team CPR,and 74.7%students were satisfied with the teaching effect of this skill in class.Conclusion At present,measures such as dual lecturer system and separation of teaching and examination should be taken to ensure the

关 键 词：心肺复苏 标准化教学 同质化 教学效果 

分 类 号：R459.7[医药卫生—急诊医学]