Performance and retention of basic life support skills improve with a peer-led training program

Pharmacy students’ performance and retention of Basic Life Support (BLS) skills were evaluated 120 days after completion of a peer-led BLS training program. This was a single-center, parallel group, observational study. Doctor of pharmacy (PharmD) students in their third professional year completed...

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Bibliographic Details
Published in:Currents in pharmacy teaching and learning 2018-06, Vol.10 (6), p.744-749
Main Authors: Priftanji, Dorela, Cawley, Michael J., Finn, Laura A., Hollands, James M., Morel, Diane W., Siemianowski, Laura A., Bingham, Angela L.
Format: Article
Language:English
Subjects:
Basic life support
Cardiopulmonary resuscitation
Peer-training
Retention
Simulation
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Summary:Pharmacy students’ performance and retention of Basic Life Support (BLS) skills were evaluated 120 days after completion of a peer-led BLS training program. This was a single-center, parallel group, observational study. Doctor of pharmacy (PharmD) students in their third professional year completed a peer-led BLS training program (n = 148) and participated in a high-fidelity mannequin simulation activity 120 days later. Students were randomly assigned to rapid response teams (n = 24) of five to six members and the American Heart Association's standardized form for BLS assessment was used to assess BLS skills performance. The performance of skills was compared to that of students two years prior to the implementation of the peer-led BLS program. Students who received peer-led BLS training demonstrated retention of BLS skills 120 days after the BLS training program. The teams also displayed significant improvement of the skills evaluated when compared to student teams prior to implementation of the peer-led training (n = 22). Improvement was demonstrated for assessment of responsiveness (96% vs. 41%, p 
ISSN:1877-1297
1877-1300
DOI:10.1016/j.cptl.2018.03.006