Binkhorst M, Draaisma JMT, Benthem Y, van de Pol EMR, Hogeveen M, Tan ECTH. Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance.
BMC MEDICAL EDUCATION 2020;
20:427. [PMID:
33187502 PMCID:
PMC7666463 DOI:
10.1186/s12909-020-02359-z]
[Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Accepted: 11/04/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND
Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges.
METHODS
A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively.
RESULTS
Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups.
CONCLUSIONS
Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored.
TRIAL REGISTRATION
ISRCTN, ISRCTN69038759 . Registered December 12th, 2019 - Retrospectively registered.
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