The efficacy of online resuscitation education versus instructor-led education, particularly with immersive simulation, remains a pertinent topic in the field of medical education. While online training methods have emerged as a convenient alternative for teaching cardiopulmonary resuscitation (CPR), evidence suggests that instructor-led education with immersive, simulation-based methodologies leads to more effective learning outcomes.
Studies indicate that traditional instructor led approaches enhance both the quality of training and retention of skills among participants. For example, instructor-led CPR training has been shown to result in superior skill retention compared to automated feedback training alone, suggesting an inherent value in instructor interaction and mentorship in the learning process (Sutton et al., 2011). Collaborative learning settings facilitated by instructors allow for immediate feedback, corrections, and a nuanced understanding of the resuscitation process (Cheng et al., 2018). The American Heart Association (AHA) has also underscored the need for effective educational strategies to ensure skill retention among healthcare providers, noting that skills tend to decay over time without frequent reinforcement through guided practice (Cheng et al., 2018; Hasselager et al., 2019).
Furthermore, studies on immersive simulation, including virtual reality (VR), highlight limitations when compared to live instructor-led sessions. While VR offers an innovative platform for skill acquisition, it often falls short in preparing individuals for real-world scenarios due to a lack of personal interaction and dynamic feedback provided by instructors (Nas et al., 2020). Notably, a study indicated that CPR quality, measured through performance metrics, was not significantly improved by VR training in comparison to traditional, instructor-based methods (Nas et al., 2020). The element of human oversight, which ensures that learners develop the necessary cognitive and psychomotor skills effectively, is often replaced by a less interactive learning experience in online or VR settings.
Moreover, the incorporation of high-fidelity simulations in instructor-led courses facilitates deeper learning experiences, such as improved teamwork and situational awareness in crisis scenarios. Evidence supports that the realistic nature of immersive simulations allows participants to engage in complex problem-solving, which is crucial in high-stakes environments like resuscitation (Chang et al., 2020). In this context, debriefing after simulations has been shown to enhance learning outcomes significantly, reinforcing the advantages of structured instructor-led sessions over self-directed online education (Sawyer et al., 2012).
In conclusion, while online resuscitation education provides accessibility and convenience, instructor-led, immersive simulations remain superior regarding the effectiveness of skill acquisition and retention in CPR training. The human element in education fosters interactive learning and leads to better preparedness in life-saving scenarios. Future iterations of training programs may benefit from integrating both modalities, harnessing the strengths of each while addressing the shortcomings identified in isolated approaches.
References:
- Chang, T., Hollinger, T., Dolby, T., & Sherman, J. (2020). Development and considerations for virtual reality simulations for resuscitation training and stress inoculation. Simulation in Healthcare the Journal of the Society for Simulation in Healthcare, 16(6), e219-e226.
https://doi.org/10.1097/sih.0000000000000521
- Cheng, A., Nadkarni, V., Mancini, M., Hunt, E., Sinz, E., Merchant, R., … & Bhanji, F. (2018). Resuscitation education science: educational strategies to improve outcomes from cardiac arrest: a scientific statement from the american heart association. Circulation, 138(6).
https://doi.org/10.1161/cir.0000000000000583
- Hasselager, A., Bohnstedt, C., Østergaard, D., Sønderskov, C., Bihrmann, K., Tolsgaard, M., … & Lauritsen, T. (2019). Improving the cost-effectiveness of laypersons’ paediatric basic life support skills training: a randomised non-inferiority study. Resuscitation, 138, 28-35.
https://doi.org/10.1016/j.resuscitation.2019.02.032
- Nas, J., Thannhauser, J., Vart, P., Geuns, R., Muijsers, H., Mol, J., … & Brouwer, M. (2020). Effect of face-to-face vs virtual reality training on cardiopulmonary resuscitation quality. Jama Cardiology, 5(3), 328.
https://doi.org/10.1001/jamacardio.2019.4992
- Sawyer, T., Sierocka-Castaneda, A., Chan, D., Berg, B., Lustik, M., & Thompson, M. (2012). The effectiveness of video-assisted debriefing versus oral debriefing alone at improving neonatal resuscitation performance. Simulation in Healthcare the Journal of the Society for Simulation in Healthcare, 7(4), 213-221.
https://doi.org/10.1097/sih.0b013e3182578eae
- Sutton, R., Niles, D., Meaney, P., Aplenc, R., French, B., Abella, B., … & Nadkarni, V. (2011). Low-dose, high-frequency cpr training improves skill retention of in-hospital pediatric providers. Pediatrics, 128(1), e145-e151.
https://doi.org/10.1542/peds.2010-2105