Project Lead:
Dr. Robert Bivove Gakwaya, MD, Pediatric Emergency Medicine Fellow, Warren Alpert Medical School of Brown University
Background:
Sudden cardiac arrest (SCA) is a significant cause of mortality and morbidity worldwide, with survival rates markedly higher for in-hospital cardiac arrests (25.5%) compared to out-of-hospital arrests (10.8%). Key factors affecting cardiopulmonary resuscitation (CPR) effectiveness includes compression rate, depth, and interruptions for pulse and rhythm checks. Real-time feedback technology has been shown to improve CPR performance and skill acquisition among healthcare providers. This study aims to assess the impact of real-time feedback on CPR training. By evaluating healthcare providers' skills before and after training, the research seeks to provide insights into optimizing CPR training programs. The results will help inform strategies to enhance CPR practices and improve patient outcomes, offering a potential model for improving survival rates and care quality in LMIC healthcare facilities.
Objectives:
This study aims to evaluate the impact of a high-quality CPR training program for healthcare providers. The objectives are: (1) to assess baseline CPR competency by measuring current knowledge and skills through pretests and simulations; (2) to implement a targeted CPR training program incorporating real-time feedback, with a focus on improving chest compression quality, minimizing pauses, and optimizing ventilation; (3) to measure immediate post-training proficiency by evaluating participants; skills and knowledge directly after the program.
Methods:
A one-hour simulation course on high-quality CPR was provided to healthcare providers, featuring hands-on practice with Laerdal manikins equipped with real-time, high- fidelity feedback technology. Participants completed a multiple-choice assessment based on the AHA Basic Life Support (BLS) exam before and after the course. Data on chest compression quality was collected using the Laerdal app and CPR feedback system at these intervals.