Advertisement

eLearning: neue Technologien zur Reanimationsschulung

  • Jan Breckwoldt
Chapter

Zusammenfassung

Seit Jahrzehnten sind Ausbildungsprogramme für Laienersthelfer fest etabliert, ohne dass sich dies in den Ersthelferreanimationsquoten niederschlägt. Einer der Gründe könnte in Defiziten der Kursformate liegen. Hier haben moderne elektronische Lernformen das Potenzial, den Lernerfolg grundlegend zu verbessern. Für den nachhaltigen Erfolg elektronischer Lernmedien sind in erster Linie lerntheoretische Prinzipien zu beachten. Dafür müssen die Lerninhalte auf evidenzbasierte Maßnahmen fokussiert sowie an das angestrebte Kompetenzniveau der Lernenden angepasst werden. Kognitionspsychologische Erkenntnisse müssen in die Erstellung und zeitlichen Taktung von Lerneinheiten einfließen. Schließlich sollten Systeme zur elektronischen Unterstützung des Ersthelfers in der realen Notfallsituation in die Ausbildung integriert werden. Essenziell für eine effektive Implementierung ist die enge Kooperation aller beteiligten Institutionen, um eine gemeinsame Wissens- und Lernplattform zu schaffen.

Literatur

  1. Biggs J (1996) Enhancing teaching through constructive alignment. Higher Educ 32:347–364CrossRefGoogle Scholar
  2. Bohn A, Lukas RP, Breckwoldt J, Böttiger BW, Van Aken H (2015) “Kids save lives”: why schoolchildren should train in cardiopulmonary resuscitation. Curr Opin Crit Care 21:220–225CrossRefPubMedGoogle Scholar
  3. Bolle SR, Johnsen E, Gilbert M (2011) Video calls for dispatcher-assisted cardiopulmonary resuscitation can improve the confidence of lay rescuers-surveys after simulated cardiac arrest. J Telemed Telecare 17:88–92CrossRefPubMedGoogle Scholar
  4. Breckwoldt J (2009) CPR training in schools – a way to improve resuscitation outcomes? Notfall Rettungsmed 12:347–353CrossRefGoogle Scholar
  5. Breckwoldt J, Beetz D, Schnitzer L et al (2007) Medical students teaching basic life support to school children as a required element of medical education: a randomised controlled study comparing three different approaches to fifth year medical training in emergency medicine. Resuscitation 74:158–165CrossRefPubMedGoogle Scholar
  6. Breckwoldt J, Lingemann C, Wagner P (2016a) Resuscitation training for lay persons in first responder courses. Transfer of knowledge, skills and attitude. [German] Anaesthesist 65:22–26, 28–29Google Scholar
  7. Breckwoldt J, Ludwig JR, Plener J et al (2016b) Differences in procedural knowledge after a “spaced” and a “massed” version of an intensive course in emergency medicine, investigating a very short spacing interval. BMC Med Educ 16:249Google Scholar
  8. Böttiger BW, Semeraro F, Altemeyer KH et al (2017) Kids save lives. Eur J Anaesthesiol 34:1–6CrossRefGoogle Scholar
  9. Chandler P, Sweller J (1991) Cognitive Load Theory and the Format of Instruction. Cognition Instruction 8:293–332CrossRefGoogle Scholar
  10. Finn JC, Bhanji F, Lockey A et al (2015) Education, Implementation, Teams Chapter Collaborators. Part 8: Education, implementation, and teams: 2015 International consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Resuscitation 95:e203–24CrossRefPubMedGoogle Scholar
  11. Greller W, Drachsler H (2012) Translating learning into numbers: a generic framework for learning analytics. Educ Technol Soc 15:42–57Google Scholar
  12. Girard C, Ecalle J, Magnan A (2013) Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. J Comput Assist Learn 29:207–219CrossRefGoogle Scholar
  13. Hattie J, Timperley H (2007) The power of feedback. Rev Educ Res 77:81–112CrossRefGoogle Scholar
  14. Isbye DL, Meyhoff CS, Lippert FK, Rasmussen LS (2007) Skill retention in adults and in children 3 months after basic life support training using a simple personal resuscitation manikin. Resuscitation 74:296–302CrossRefPubMedGoogle Scholar
  15. Iserbyt P, Byra M (2013) The design of instructional tools affects secondary school students’ learning of Cardiopulmonary Resuscitation (CPR) in reciprocal peer learning: a randomized controlled trial. Resuscitation 84:1591–1595CrossRefPubMedGoogle Scholar
  16. Iserbyt P, Charlier N, Mols L (2014) Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: are videos superior to pictures? A randomized controlled trial. Resuscitation 85:809–813CrossRefPubMedGoogle Scholar
  17. Kalz M, Lenssen N, Felzen M et al (2014) Smartphone apps for cardiopulmonary resuscitation training and real incident support: a mixed-methods evaluation study. J Med Internet Res 16:e89CrossRefPubMedPubMedCentralGoogle Scholar
  18. Kromann CB, Jensen ML, Ringsted C (2009) The effect of testing on skills learning. Med Educ 43:21–27CrossRefPubMedGoogle Scholar
  19. Li Q, Zhou RH, Liu J et al (2013) Pre-training evaluation and feedback improved skills retention of basic life support in medical students. Resuscitation 84:1274–1278CrossRefPubMedGoogle Scholar
  20. Mayer RE (1997) Multimedia learning: Are we asking the right questions? Educ Psychol 32:1–19CrossRefGoogle Scholar
  21. Mayer RE, Moreno R (2003) Nine ways to reduce cognitive load in multimedia learning. Educ Psychol 38:43–52CrossRefGoogle Scholar
  22. McGaugh JL (2000) Memory–a century of consolidation. Science 287:248–251CrossRefPubMedGoogle Scholar
  23. Plant N, Taylor K (2013) How best to teach CPR to schoolchildren: a systematic review. Resuscitation 84:415–421CrossRefPubMedGoogle Scholar
  24. Rohrer D, Pashler H (2010) Recent research on human learning challenges conventional instructional strategies. Educ Res 39:406–412CrossRefGoogle Scholar
  25. Sakai T, Kitamura T, Nishiyama C et al (2015) Cardiopulmonary resuscitation support application on a smartphone – randomized controlled trial. Circ J 79:1052–1057CrossRefPubMedGoogle Scholar
  26. Semeraro F, Frisoli A, Loconsole C et al (2017) Kids (learn how to) save lives in the school with the serious game Relive. Resuscitation 116:27–32CrossRefPubMedGoogle Scholar
  27. Shebilske WL, Goettl BP, Corrington K, Day EA (1999) Inter-lesson spacing and task-related processing during complex skill acquisition. J Exp Psychol Appl 5:413–437CrossRefGoogle Scholar
  28. Slade S, Prinsloo P (2013) Learning analytics: Ethical issues and dilemmas. Am Behav Sci 57:1510–1529CrossRefGoogle Scholar
  29. Stiell I, Nichol G, Wells G et al (2003) Health-related quality of life is better for cardiac arrest survivors who received citizen cardiopulmonary resuscitation. Circulation 108:1939–1944CrossRefPubMedGoogle Scholar
  30. Tolks D, Schäfer C, Raupach T et al (2016) An Introduction to the inverted/flipped classroom model in education and advanced training in medicine and in the healthcare professions. GMS J Med Educ 33: Doc46Google Scholar
  31. Wagner P, Lingemann C, Arntz HR, Breckwoldt J (2015) Official Lay BLS Courses in Germany: are Delivered Contents Up To Date with the Guidelines? – an observational study. Emerg Med J 32:547–552CrossRefPubMedGoogle Scholar
  32. Wissenberg M, Lippert FK, Folke F et al (2013) Association of national initiatives to improve cardiac arrest management with rates of bystander intervention and patient survival after out-of-hospital cardiac arrest. JAMA 310:1377–1384CrossRefPubMedGoogle Scholar
  33. Yeung J, Kovic I, Vidacic M et al (2017) The school Lifesavers study-A randomised controlled trial comparing the impact of Lifesaver only, face-to-face training only, and Lifesaver with face-to-face training on CPR knowledge, skills and attitudes in UK school children. Resuscitation. pii:S0300-9572(17)30335-0Google Scholar

Copyright information

© Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature 2018

Authors and Affiliations

  1. 1.Medizinische FakultätUniversität ZürichZürichSchweiz

Personalised recommendations