New communication tool for basic life support training: smart glasses. A quasi-experimental study
To analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses. Pilot quasi-experimental non-inferiority study. Sixty college students. Randomization of the participants in: tele-training through smart glasses...
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Published in | Medicina intensiva Vol. 48; no. 2; pp. 77 - 84 |
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Main Authors | , , , , , , , |
Format | Journal Article |
Language | English |
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01.02.2024
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Abstract | To analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses.
Pilot quasi-experimental non-inferiority study.
Sixty college students.
Randomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 min) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses.
The BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated.
In most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, C: 81%; p = 0.013), the not-to-touch warning before applying the shock (SG: 79%, C: 52%; p = 0.025) and compressions with correct recoil (SG: 85%, C: 32%; p = 0.008).
Laypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments. |
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AbstractList | To analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses.
Pilot quasi-experimental non-inferiority study.
Sixty college students.
Randomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 min) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses.
The BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated.
In most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, C: 81%; p = 0.013), the not-to-touch warning before applying the shock (SG: 79%, C: 52%; p = 0.025) and compressions with correct recoil (SG: 85%, C: 32%; p = 0.008).
Laypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments. AIMTo analyze the effectiveness of a teaching-learning methodology for teletraining in basic life support (BLS) based on communication through smart glasses.DESIGNPilot quasi-experimental non-inferiority study.PARTICIPANTSSixty college students.INTERVENTIONSRandomization of the participants in: tele-training through smart glasses (SG) and traditional training (C) groups. Both training sessions were very brief (less than 8 min) and included the same BLS content. In SG, the instructor trained through a video call with smart glasses.MAIN VARIABLES OF INTERESTThe BLS protocol, the use of AED, the quality of resuscitation and the response times were evaluated.RESULTSIn most of the BLS protocol variables, the resuscitation quality and performance times, there were no statistically significant differences between groups. There were significant differences (in favor of the SG) in the assessment of breathing (SG: 100%, C: 81%; p = 0.013), the not-to-touch warning before applying the shock (SG: 79%, C: 52%; p = 0.025) and compressions with correct recoil (SG: 85%, C: 32%; p = 0.008).CONCLUSIONSLaypeople BLS-AED brief tele-training through smart glasses could potentially be, at least, as effective as traditional training methods. In addition, smart glasses could be more advantageous than traditional teaching for certain points of the BLS protocol and chest compressions quality, probably due to the capability of real-time visualization of images which supports the BLS sequence. Augmented reality supported teaching should be considered for BLS training, although caution is required in extrapolating findings, and further in-depth studies are needed to confirm its potential role depending on concrete target populations and environments. |
Author | Domingo, Júlia Barcala-Furelos, Roberto Seijas-Vijande, Adriana Berlanga-Macías, Carlos Aranda-García, Silvia Rodríguez-Núñez, Antonio Otero-Agra, Martín Fernández-Méndez, Felipe |
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Keywords | Bystander Testigo Basic life support Cardiopulmonary resuscitation Out-of-hospital cardiac arrest Soporte vital básico Parada cardiorrespiratoria extrahospitalaria Reanimación cardiopulmonary Smart glasses |
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