Lehre in der Reanimation

1.

Soreide E, Morrison L, Hillman K et al (2013) The formula for survival in resuscitation. Resuscitation 84(11):1487–1493. https://doi.org/10.1016/j.resuscitation.2013.07.020CrossRefPubMed

2.

Nolan JP, Monsieurs KG, Bossaert L et al (2020) European Resuscitation Council COVID-19 guidelines executive summary. Resuscitation 153:45–55. https://doi.org/10.1016/j.resuscitation.2020.06.001CrossRefPubMedPubMedCentral

3.

Illeris K (2018) An overview of the history of learning theory. Eur J Educ 53(1):86–101CrossRef

4.

Skinner BF (1974) About behaviorism. Knopf, New York

5.

Piaget J (1957) Construction of reality in the child. Routledge & Kegan Paul, London

6.

Bloom BS, Englehart MD, Furst EJ, Hill WH, Krathwohl DR (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. Longmans, London

7.

Ausubel DP (1968) Educational psychology: a cognitive view. Holt, Rinehart and Winston, New York

8.

Sweller J, Ayres P, Kalyuga S (2011) Cognitive load theory. Springer, New YorkCrossRef

9.

Bruner JS (1960) The Process of education. Harvard University Press, Cambridge

10.

Vygotsky CM, Stein S, Sekula A (1978) Mind in society : the development of higher psychological processes. Harvard University Press, Cambridge

11.

Maslow AH (1954) Motivation and personality. Harpers, New York

12.

Rogers CR (1992) Freedom to learn for the 80’s. Merrill, New York

13.

Siemens G (2016) Connectivism: a learning theory for the digital age. Med Teach 38:1064–1069CrossRef

14.

Lockey AS, Conaghan P, Bland AJ, Astin F (2020) Educational theory and its application to advanced life support courses: a narrative review. Resuscitation Plus 5:100053. https://doi.org/10.1016/j.resplu.2020.100053CrossRef

15.

Knowles MS (1984) Andragogy in action: applying modern principles of adult learning. Jossey-Bass, San Francisco

16.

Hase S, Kenyon C (2001) From Andragogy to Heutagogy: ultiBASE

17.

Canning N (2010) Playing with heutagogy: exploring strategies to empower mature learners in higher education. J Furth High Educ 34:59–71CrossRef

18.

Knowles MS, Holton EF III, Swanson RA, Robinson PA (2020) The adult learner. The definitive classic in adult education and human resource development, 5. Aufl. Routledge, WoburnCrossRef

19.

Stewart C, Hase K (2013) Heutagogy fundamentals. Self-determined learning: Heutagogy in action. Bloomsbury Academic, London

20.

Corneli J, Danoff CJ. Paragogy: synergizing individual and organizational learning. UK: Knowledge Media Institute, The Open University. https://upload.wikimedia.org/wikiversity/en/6/60/Paragogy-final.pdf

21.

Harvey PR, Higenbottam CV, Owen A, Hulme J, Bion JF (2012) Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. Resuscitation 83(7):894–899. https://doi.org/10.1016/j.resuscitation.2012.01.013CrossRefPubMed

22.

Greif R, Bhanji F, Bigham BL et al (2020) Education, implementation, and teams: 2020 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Resuscitation 156:A188–A239. https://doi.org/10.1016/j.resuscitation.2020.09.014CrossRefPubMed

23.

Semeraro F, Greif R, Böttiger BW et al (2021) European Resuscitation Council Guidelines 2021: Systems saving lives. Resuscitation 161:80–97. https://doi.org/10.1016/j.resuscitation.2021.02.008CrossRefPubMed

24.

Hattie J (2009) Visible learning: A synthesis of over 800 meta-analyses related to achievement. Routledge, London

25.

Hattie J (2012) Visible learning for teachers: maximizing impact on learning. Routledge, LondonCrossRef

26.

Olasveengen TM, Semeraro F, Ristagno G et al (2021) European resuscitation council guidelines for basic life support. Resuscitation 161:98–114. https://doi.org/10.1016/j.resuscitation.2021.02.009CrossRefPubMed

27.

Yeung J, Djarv T, Hsieh MJ et al (2020) Spaced learning versus massed learning in resuscitation—a systematic review. Resuscitation 156:61–71. https://doi.org/10.1016/j.resuscitation.2020.08.132CrossRefPubMed

28.

Bottiger BW, Bossaert LL, Castren M et al (2016) Kids Save Lives—ERC position statement on school children education in CPR.: “Hands that help—Training children is training for life”. Resuscitation 105:A1–A3. https://doi.org/10.1016/j.resuscitation.2016.06.005CrossRefPubMed

29.

Bohn A, Lukas RP, Breckwoldt J, Bottiger BW, Van Aken H (2015) “Kids save lives”: why schoolchildren should train in cardiopulmonary resuscitation. Curr Opin Crit Care 21(3):220–225. https://doi.org/10.1097/MCC.0000000000000204CrossRefPubMed

30.

Otero-Agra M, Barcala-Furelos R, Besada-Saavedra I, Peixoto-Pino L, Martinez-Isasi S, Rodriguez-Nunez A (2019) Let the kids play: gamification as a CPR training methodology in secondary school students. A quasi-experimental manikin simulation study. Emerg Med Clin North Am 36(11):653–659. https://doi.org/10.1136/emermed-2018-208108CrossRef

31.

Abelairas-Gomez C, Rodriguez-Nunez A, Casillas-Cabana M, Romo-Perez V, Barcala-Furelos R (2014) Schoolchildren as life savers: at what age do they become strong enough? Resuscitation 85(6):814–819. https://doi.org/10.1016/j.resuscitation.2014.03.001CrossRefPubMed

32.

Jones I, Whitfield R, Colquhoun M, Chamberlain D, Vetter N, Newcombe R (2007) At what age can schoolchildren provide effective chest compressions? An observational study from the Heartstart UK schools training programme. BMJ 334(7605):1201. https://doi.org/10.1136/bmj.39167.459028.DE (In eng)CrossRefPubMedPubMedCentral

33.

Semeraro F, Frisoli A, Loconsole C et al (2017) Kids (learn how to) save lives in the school with the serious game Relive. Resuscitation 116:27–32. https://doi.org/10.1016/j.resuscitation.2017.04.038CrossRefPubMed

34.

Baldi E, Savastano S, Contri E et al (2020) Mandatory cardiopulmonary resuscitation competencies for undergraduate healthcare students in Europe: a European Resuscitation Council guidance note. Eur J Anaesthesiol 37(10):839–841. https://doi.org/10.1097/EJA.0000000000001272CrossRefPubMed

35.

Abelairas-Gomez C, Carballo-Fazanes A, Martinez-Isasi S, Lopez-Garcia S, Rico-Diaz J, Rodriguez-Nunez A (2020) Knowledge and attitudes on first aid and basic life support of primary and preschool teachers and parents. An Pediatr 92(5):268–276. https://doi.org/10.1016/j.anpedi.2019.10.010CrossRef

36.

Abelairas-Gomez C, Lopez-Garcia S, Martinez-Isasi S, Carballo-Fazanes A, Rodriguez-Nunez A (2019) Basic life support knowledge of the future of the Infant and Primary School teacher. An unresolved problem in university study plans? An Pediatr 91(5):344–345. https://doi.org/10.1016/j.anpedi.2018.10.010CrossRef

37.

Bottiger BW, Lockey A, Georgiou M et al (2020) KIDS SAVE LIVES: ERC Position statement on schoolteachers’ education and qualification in resuscitation. Resuscitation 151:87–90. https://doi.org/10.1016/j.resuscitation.2020.04.021CrossRefPubMedPubMedCentral

38.

Suss-Havemann C, Kosan J, Seibold T et al (2020) Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept. BMC Public Health 20(1):50. https://doi.org/10.1186/s12889-020-8161-7CrossRefPubMedPubMedCentral

39.

Breckwoldt J, Beetz D, Schnitzer L, Waskow C, Arntz HR, Weimann J (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(1):158–165. https://doi.org/10.1016/j.resuscitation.2006.11.017CrossRefPubMed

40.

Beck S, Meier-Klages V, Michaelis M et al (2016) Teaching school children basic life support improves teaching and basic life support skills of medical students: a randomised, controlled trial. Resuscitation 108:1–7. https://doi.org/10.1016/j.resuscitation.2016.08.020CrossRefPubMed

41.

Panchal A, Keim S, Ewy G, Kern K, Hughes KE, Beskind D (2019) Development of a medical student cardiopulmonary resuscitation elective to promote education and community outreach. Cureus 11(4):e4507. https://doi.org/10.7759/cureus.4507CrossRefPubMedPubMedCentral

42.

Lockey A, Lin Y, Cheng A (2018) Impact of adult advanced cardiac life support course participation on patient outcomes—A systematic review and meta-analysis. Resuscitation 129:48–54. https://doi.org/10.1016/j.resuscitation.2018.05.034CrossRefPubMed

43.

Bell AE, Meyer HS, Maggio LA (2020) Getting better together: a website review of Peer coaching initiatives for medical educators. Teach Learn Med 32(1):53–60. https://doi.org/10.1080/10401334.2019.1614448CrossRefPubMed

44.

Dami F, Heymann E, Pasquier M, Fuchs V, Carron PN, Hugli O (2015) Time to identify cardiac arrest and provide dispatch-assisted cardio-pulmonary resuscitation in a criteria-based dispatch system. Resuscitation 97:27–33. https://doi.org/10.1016/j.resuscitation.2015.09.390CrossRefPubMed

45.

Lewis M, Stubbs BA, Eisenberg MS (2013) Dispatcher-assisted cardiopulmonary resuscitation: time to identify cardiac arrest and deliver chest compression instructions. Circulation 128(14):1522–1530. https://doi.org/10.1161/CIRCULATIONAHA.113.002627CrossRefPubMed

46.

Vaillancourt C, Charette M, Kasaboski A et al (2015) Cardiac arrest diagnostic accuracy of 9‑1‑1 dispatchers: a prospective multi-center study. Resuscitation 90:116–120. https://doi.org/10.1016/j.resuscitation.2015.02.027CrossRefPubMed

47.

Clegg GR, Lyon RM, James S, Branigan HP, Bard EG, Egan GJ (2014) Dispatch-assisted CPR: Where are the hold-ups during calls to emergency dispatchers? A preliminary analysis of caller-dispatcher interactions during out-of-hospital cardiac arrest using a novel call transcription technique. Resuscitation 85(1):49–52. https://doi.org/10.1016/j.resuscitation.2013.08.018CrossRefPubMed

48.

Tanaka Y, Taniguchi J, Wato Y, Yoshida Y, Inaba H (2012) The continuous quality improvement project for telephone-assisted instruction of cardiopulmonary resuscitation increased the incidence of bystander CPR and improved the outcomes of out-of-hospital cardiac arrests. Resuscitation 83(10):1235–1241. https://doi.org/10.1016/j.resuscitation.2012.02.013CrossRefPubMed

49.

Hardeland C, Skare C, Kramer-Johansen J et al (2017) Targeted simulation and education to improve cardiac arrest recognition and telephone assisted CPR in an emergency medical communication centre. Resuscitation 114:21–26. https://doi.org/10.1016/j.resuscitation.2017.02.013CrossRefPubMed

50.

Meischke H, Painter IS, Stangenes SR et al (2017) Simulation training to improve 9‑1‑1 dispatcher identification of cardiac arrest: a randomized controlled trial. Resuscitation 119:21–26. https://doi.org/10.1016/j.resuscitation.2017.07.025CrossRefPubMed

51.

Olasveengen TM, Mancini ME, Perkins GD et al (2020) Adult basic life support: international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Resuscitation 156:A35–A79. https://doi.org/10.1016/j.resuscitation.2020.09.010CrossRefPubMedPubMedCentral

52.

Jorge-Soto C, Abelairas-Gomez C, Barcala-Furelos R et al (2016) Automated external defibrillation skills by naive schoolchildren. Resuscitation 106:37–41. https://doi.org/10.1016/j.resuscitation.2016.06.007CrossRefPubMed

53.

Cook TM, El-Boghdadly K, McGuire B, McNarry AF, Patel A, Higgs A (2020) Consensus guidelines for managing the airway in patients with COVID-19: Guidelines from the Difficult Airway Society, the Association of Anaesthetists the Intensive Care Society, the Faculty of Intensive Care Medicine and the Royal College of Anaesthetists. Anaesthesia 75(6):785–799. https://doi.org/10.1111/anae.15054CrossRefPubMedPubMedCentral

54.

Abolfotouh MA, Alnasser MA, Berhanu AN, Al-Turaif DA, Alfayez AI (2017) Impact of basic life-support training on the attitudes of health-care workers toward cardiopulmonary resuscitation and defibrillation. BMC Health Serv Res 17(1):674. https://doi.org/10.1186/s12913-017-2621-5CrossRefPubMedPubMedCentral

55.

Case R, Cartledge S, Siedenburg J et al (2018) Identifying barriers to the provision of bystander cardiopulmonary resuscitation (CPR) in high-risk regions: A qualitative review of emergency calls. Resuscitation 129:43–47. https://doi.org/10.1016/j.resuscitation.2018.06.001CrossRefPubMed

56.

Yu Y, Meng Q, Munot S, Nguyen TN, Redfern J, Chow CK (2020) Assessment of community interventions for bystander cardiopulmonary resuscitation in out-of-hospital cardiac arrest: a systematic review and meta-analysis. JAMA Netw Open 3(7):e209256. https://doi.org/10.1001/jamanetworkopen.2020.9256CrossRefPubMedPubMedCentral

57.

Gonzalez-Salvado V, Fernandez-Mendez F, Barcala-Furelos R, Pena-Gil C, Gonzalez-Juanatey JR, Rodriguez-Nunez A (2016) Very brief training for laypeople in hands-only cardiopulmonary resuscitation. Effect of real-time feedback. Am J Emerg Med 34(6):993–998. https://doi.org/10.1016/j.ajem.2016.02.047CrossRefPubMed

58.

Lee JH, Cho Y, Kang KH, Cho GC, Song KJ, Lee CH (2016) The effect of the duration of basic life support training on the learners’ cardiopulmonary and automated external defibrillator skills. Biomed Res Int 2016:2420568. https://doi.org/10.1155/2016/2420568CrossRefPubMedPubMedCentral

59.

Hunziker S, Buhlmann C, Tschan F et al (2010) Brief leadership instructions improve cardiopulmonary resuscitation in a high-fidelity simulation: a randomized controlled trial. Crit Care Med 38(4):1086–1091. https://doi.org/10.1097/CCM.0b013e3181cf7383 (In eng)CrossRefPubMed

60.

Norris EM, Lockey AS (2012) Human factors in resuscitation teaching. Resuscitation 83(4):423–427. https://doi.org/10.1016/j.resuscitation.2011.11.001 ((Review) (In eng))CrossRefPubMed

61.

Lauridsen KG, Watanabe I, Lofgren B et al (2020) Standardising communication to improve in-hospital cardiopulmonary resuscitation. Resuscitation 147:73–80. https://doi.org/10.1016/j.resuscitation.2019.12.013CrossRefPubMed

62.

Lau Y, Nyoe RSS, Wong SN, Hamid AZB, Leong BS, Lau ST (2018) Effectiveness of digital resuscitation training in improving knowledge and skills: A systematic review and meta-analysis of randomised controlled trials. Resuscitation 131:14–23. https://doi.org/10.1016/j.resuscitation.2018.07.033CrossRefPubMed

63.

Lockey AS, Dyal L, Kimani PK et al (2015) Electronic learning in advanced resuscitation training: the perspective of the candidate. Resuscitation 97:48–54. https://doi.org/10.1016/j.resuscitation.2015.09.391CrossRefPubMed

64.

Au K, Lam D, Garg N et al (2019) Improving skills retention after advanced structured resuscitation training: a systematic review of randomized controlled trials. Resuscitation 138:284–296. https://doi.org/10.1016/j.resuscitation.2019.03.031CrossRefPubMed

65.

Lehmann R, Thiessen C, Frick B et al (2015) Improving pediatric basic life support performance through blended learning with web-based virtual patients: randomized controlled trial. J Med Internet Res 17(7):e162. https://doi.org/10.2196/jmir.4141CrossRefPubMedPubMedCentral

66.

Wisniewski B, Zierer K, Hattie J (2019) The power of feedback revisited: a meta-analysis of educational feedback research. Front Psychol 10:3087. https://doi.org/10.3389/fpsyg.2019.03087CrossRefPubMed

67.

Pedersen TH, Kasper N, Roman H et al (2018) Self-learning basic life support: a randomised controlled trial on learning conditions. Resuscitation 126:147–153. https://doi.org/10.1016/j.resuscitation.2018.02.031CrossRefPubMed

68.

Lin Y, Cheng A (2015) The role of simulation in teaching pediatric resuscitation: current perspectives. Adv Med Educ Pract 6:239–248. https://doi.org/10.2147/AMEP.S64178CrossRefPubMedPubMedCentral

69.

Cheng M (2018) Letter to the editor. J Can Acad Child Adolesc Psychiatry 27(2):82 (https://www.ncbi.nlm.nih.gov/pubmed/29662518)PubMedPubMedCentral

70.

Lemke DS, Fielder EK, Hsu DC, Doughty CB (2019) Improved team performance during pediatric Resuscitations after rapid cycle deliberate practice compared with traditional debriefing: a pilot study. Pediatr Emerg Care 35(7):480–486. https://doi.org/10.1097/PEC.0000000000000940CrossRefPubMed

71.

Hunt EA, Duval-Arnould JM, Nelson-McMillan KL et al (2014) Pediatric resident resuscitation skills improve after “rapid cycle deliberate practice” training. Resuscitation 85(7):945–951. https://doi.org/10.1016/j.resuscitation.2014.02.025CrossRefPubMed

72.

Hunt EA, Duval-Arnould JM, Chime NO et al (2017) Integration of in-hospital cardiac arrest contextual curriculum into a basic life support course: a randomized, controlled simulation study. Resuscitation 114:127–132. https://doi.org/10.1016/j.resuscitation.2017.03.014CrossRefPubMed

73.

Perkins GD, Hulme J, Bion JF (2002) Peer-led resuscitation training for healthcare students: a randomised controlled study. Intensive Care Med 28(6):698–700 (http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=12107673)CrossRefPubMed

74.

Beck S, Issleib M, Daubmann A, Zollner C (2015) Peer education for BLS-training in schools? Results of a randomized-controlled, noninferiority trial. Resuscitation 94:85–90. https://doi.org/10.1016/j.resuscitation.2015.06.026CrossRefPubMed

75.

Hughes TC, Jiwaji Z, Lally K et al (2010) Advanced Cardiac Resuscitation Evaluation (ACRE): a randomised single-blind controlled trial of peer-led vs. expert-led advanced resuscitation training. Scand J Trauma Resusc Emerg Med 18:3. https://doi.org/10.1186/1757-7241-18-3CrossRefPubMedPubMedCentral

76.

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 120:138–145. https://doi.org/10.1016/j.resuscitation.2017.08.010CrossRefPubMed

77.

Leary M, Almodovar A Jr., Buckler DG, Bhardwaj A, Blewer AL, Abella BS (2019) Using an Immersive virtual reality system to assess lay provider response to an unannounced simulated sudden cardiac arrest in the out-of-hospital setting. Simul Healthc 14(2):82–89. https://doi.org/10.1097/SIH.0000000000000338CrossRefPubMed

78.

Siqueira TV, Nascimento J, Oliveira JLG, Regino D, Dalri MCB (2020) The use of serious games as an innovative educational strategy for learning cardiopulmonary resuscitation: an integrative review. Rev Gaúcha Enferm 41:e20190293. https://doi.org/10.1590/1983-1447.2020.20190293CrossRefPubMed

79.

Wanner GK, Phillips AW, Papanagnou D (2019) Assessing the use of social media in physician assistant education. Int J Med Educ 10:23–28. https://doi.org/10.5116/ijme.5c14.ef82CrossRefPubMedPubMedCentral

80.

Zia Ziabari SM, Monsef Kasmaei V, Khoshgozaran L, Shakiba M (2019) Continuous education of basic life support (BLS) through social media; a quasi-experimental study. Arch Acad Emerg Med 7(1):e4 (https://www.ncbi.nlm.nih.gov/pubmed/30847439)PubMedPubMedCentral

81.

McGovern SK, Blewer AL, Murray A, Leary M, Abella BS, Merchant RM (2018) Characterizing barriers to CPR training attainment using Twitter. Resuscitation 127:164–167. https://doi.org/10.1016/j.resuscitation.2018.03.010CrossRefPubMed

82.

Katipoglu B, Akbas I, Kocak AO, Erbay MF, Turan EI, Kasali K (2019) Assessment of the accuracy of cardiopulmonary resuscitation videos in English on youtube according to the 2015 AHA resuscitation guidelines. Emerg Med Int 2019:1272897. https://doi.org/10.1155/2019/1272897CrossRefPubMedPubMedCentral

83.

Beydilli H, Serinken M, Eken C et al (2016) The validity of youtube videos on pediatric BLS and CPR. Telemed J E Health 22(2):165–169. https://doi.org/10.1089/tmj.2015.0037CrossRefPubMed

84.

Metelmann B, Metelmann C, Schuffert L, Hahnenkamp K, Brinkrolf P (2018) Medical correctness and user friendliness of available Apps for cardiopulmonary resuscitation: systematic search combined with guideline adherence and usability evaluation. JMIR Mhealth Uhealth 6(11):e190. https://doi.org/10.2196/mhealth.9651CrossRefPubMedPubMedCentral

85.

Nickson CP, Cadogan MD (2014) Free Open Access Medical education (FOAM) for the emergency physician. Emerg Med Australas 26(1):76–83. https://doi.org/10.1111/1742-6723.12191CrossRefPubMed

86.

Edwards S, Roland D (2019) Learning from mistakes on social media. Emerg Med Clin North Am 36(8):453–455. https://doi.org/10.1136/emermed-2019-208501CrossRef

87.

Arithra Abdullah A, Nor J, Baladas J et al (2019) E‑learning in advanced cardiac life support: outcome and attitude among healthcare professionals. Hong Kong J Emerg Med 27(6):328–333. https://doi.org/10.1177/1024907919857666CrossRef

88.

Castillo García J, Cerdà Vila M, de Balanzó Fernández X, Riera QS, Ferrés-Amat E, Rodríguez Higueras E (2020) Standard basic life support training of the European Resuscitation Council versus blended training: a randomized trial of a new teaching method. Emergencias 32(1):45–48 (In eng spa)PubMed

89.

Semeraro F, Ristagno G, Giulini G et al (2019) Back to reality: a new blended pilot course of basic life support with virtual reality. Resuscitation 138:18–19. https://doi.org/10.1016/j.resuscitation.2019.02.034CrossRefPubMed

90.

Perkins GD, Fullerton JN, Davis-Gomez N et al (2010) The effect of pre-course e‑learning prior to advanced life support training: a randomised controlled trial. Resuscitation 81(7):877–881. https://doi.org/10.1016/j.resuscitation.2010.03.019CrossRefPubMed

91.

Perkins GD, Kimani PK, Bullock I et al (2012) Improving the efficiency of advanced life support training: a randomized, controlled trial. Ann Intern Med 157(1):19–28CrossRefPubMed

92.

Thorne CJ, Lockey AS, Bullock I et al (2015) E‑learning in advanced life support—an evaluation by the Resuscitation Council (UK). Resuscitation 90:79–84. https://doi.org/10.1016/j.resuscitation.2015.02.026CrossRefPubMed

93.

Nestel D, Krogh KB, Kolbe M (2018) Exploring realism in healthcare simulations. Healthcare simulation education: evidence, theory and practice. Wiley-Blackwell, West Sussex

94.

Beckers SK, Biermann H, Sopka S et al (2012) Influence of pre-course assessment using an emotionally activating stimulus with feedback: a pilot study in teaching Basic Life Support. Resuscitation 83(2):219–226. https://doi.org/10.1016/j.resuscitation.2011.08.024CrossRefPubMed

95.

Cheng A, Lockey A, Bhanji F, Lin Y, Hunt EA, Lang E (2015) The use of high-fidelity manikins for advanced life support training—A systematic review and meta-analysis. Resuscitation 93:142–149. https://doi.org/10.1016/j.resuscitation.2015.04.004CrossRefPubMed

96.

Stellflug SM, Lowe NK (2018) The effect of high fidelity simulators on knowledge retention and skill self efficacy in pediatric advanced life support courses in a rural state. J Pediatr Nurs 39:21–26. https://doi.org/10.1016/j.pedn.2017.12.006CrossRefPubMed

97.

Rosen MA, DiazGranados D, Dietz AS et al (2018) Teamwork in healthcare: key discoveries enabling safer, high-quality care. Am Psychol 73(4):433–450. https://doi.org/10.1037/amp0000298CrossRefPubMedPubMedCentral

98.

Cooper S, Wakelam A (1999) Leadership of resuscitation teams: “Lighthouse Leadership”. Resuscitation 42(1):27–45 (http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=10524729)CrossRefPubMed

99.

Peltonen V, Peltonen LM, Salantera S et al (2020) An observational study of technical and non-technical skills in advanced life support in the clinical setting. Resuscitation 153:162–168. https://doi.org/10.1016/j.resuscitation.2020.06.010CrossRefPubMed

100.

Cooper S, Cant R, Porter J et al (2010) Rating medical emergency teamwork performance: development of the Team Emergency Assessment Measure (TEAM). Resuscitation 81(4):446–452. https://doi.org/10.1016/j.resuscitation.2009.11.027 ((Research Support, Non‑U.S. Gov’t) (In eng))CrossRefPubMed

101.

Cooper S, Cant R, Connell C et al (2016) Measuring teamwork performance: validity testing of the Team Emergency Assessment Measure (TEAM) with clinical resuscitation teams. Resuscitation 101:97–101. https://doi.org/10.1016/j.resuscitation.2016.01.026CrossRefPubMed

102.

Kattwinkel J, Perlman JM, Aziz K et al (2010) Part 15: neonatal resuscitation: 2010 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation 122(18 Suppl 3):S909–S919. https://doi.org/10.1161/CIRCULATIONAHA.110.971119CrossRefPubMed

103.

Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook DA (2014) Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Med Educ 48(7):657–666. https://doi.org/10.1111/medu.12432CrossRefPubMed

104.

Kronick SL, Kurz MC, Lin S et al (2015) Part 4: systems of care and continuous quality improvement: 2015 American Heart Association guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation 132(18 Suppl 2):S397–S413. https://doi.org/10.1161/CIR.0000000000000258CrossRefPubMed

105.

Couper K, Salman B, Soar J, Finn J, Perkins GD (2013) Debriefing to improve outcomes from critical illness: a systematic review and meta-analysis. Intensive Care Med 39(9):1513–1523. https://doi.org/10.1007/s00134-013-2951-7 (Research Support, Non‑U.S. Gov’t)CrossRefPubMed

106.

Kessler DO, Cheng A, Mullan PC (2015) Debriefing in the emergency department after clinical events: a practical guide. Ann Emerg Med 65(6):690–698. https://doi.org/10.1016/j.annemergmed.2014.10.019CrossRefPubMed

107.

Mullan PC, Kessler DO, Cheng A (2014) Educational opportunities with postevent debriefing. JAMA 312(22):2333–2334. https://doi.org/10.1001/jama.2014.15741CrossRefPubMed

108.

Rose S, Cheng A (2018) Charge nurse facilitated clinical debriefing in the emergency department. CJEM 20(5):781–785. https://doi.org/10.1017/cem.2018.369CrossRefPubMed

109.

Mullan PC, Cochrane NH, Chamberlain JM et al (2017) Accuracy of postresuscitation team debriefings in a pediatric emergency department. Ann Emerg Med 70(3):311–319. https://doi.org/10.1016/j.annemergmed.2017.01.034CrossRefPubMed

110.

Cheng A, Overly F, Kessler D et al (2015) Perception of CPR quality: Influence of CPR feedback, Just-in-Time CPR training and provider role. Resuscitation 87:44–50. https://doi.org/10.1016/j.resuscitation.2014.11.015CrossRefPubMed

111.

Cheng A, Kessler D, Lin Y et al (2019) Influence of cardiopulmonary resuscitation coaching and provider role on perception of cardiopulmonary resuscitation quality during simulated pediatric cardiac arrest. Pediatr Crit Care Med 20(4):e191–e198. https://doi.org/10.1097/PCC.0000000000001871CrossRefPubMed

112.

Couper K, Kimani PK, Davies RP et al (2016) An evaluation of three methods of in-hospital cardiac arrest educational debriefing: The cardiopulmonary resuscitation debriefing study. Resuscitation 105:130–137. https://doi.org/10.1016/j.resuscitation.2016.05.005CrossRefPubMed

113.

Edelson DP, Litzinger B, Arora V et al (2008) Improving in-hospital cardiac arrest process and outcomes with performance debriefing. Arch Intern Med 168(10):1063–1069. https://doi.org/10.1001/archinte.168.10.1063 (In eng)CrossRefPubMed

114.

Wolfe H, Zebuhr C, Topjian AA et al (2014) Interdisciplinary ICU cardiac arrest debriefing improves survival outcomes. Crit Care Med 42(7):1688–1695. https://doi.org/10.1097/CCM.0000000000000327CrossRefPubMedPubMedCentral

115.

Bleijenberg E, Koster RW, de Vries H, Beesems SG (2017) The impact of post-resuscitation feedback for paramedics on the quality of cardiopulmonary resuscitation. Resuscitation 110:1–5. https://doi.org/10.1016/j.resuscitation.2016.08.034CrossRefPubMed

116.

Schneider M, Preckel F (2017) Variables associated with achievement in higher education: a systematic review of meta-analyses. Psychol Bull 143(6):565–600. https://doi.org/10.1037/bul0000098CrossRefPubMed

117.

Steinert Y, Mann K, Anderson B et al (2016) A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40. Med Teach 38(8):769–786. https://doi.org/10.1080/0142159X.2016.1181851CrossRefPubMed

118.

Julian K, Appelle N, O’Sullivan P, Morrison EH, Wamsley M (2012) The impact of an objective structured teaching evaluation on faculty teaching skills. Teach Learn Med 24(1):3–7. https://doi.org/10.1080/10401334.2012.641476CrossRefPubMed

119.

Ogden PE, Edwards J, Howell M, Via RM, Song J (2008) The effect of two different faculty development interventions on third-year clerkship performance evaluations. Fam Med 40(5):333–338 (https://www.ncbi.nlm.nih.gov/pubmed/18465282)PubMed

120.

Breckwoldt J, Svensson J, Lingemann C, Gruber H (2014) Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study. BMC Med Educ 14:6. https://doi.org/10.1186/1472-6920-14-6CrossRefPubMedPubMedCentral

121.

Kaye W, Rallis SF, Mancini ME et al (1991) The problem of poor retention of cardiopulmonary resuscitation skills may lie with the instructor, not the learner or the curriculum. Resuscitation 21(1):67–87CrossRefPubMed

122.

Parnell MM, Larsen PD (2007) Poor quality teaching in lay person CPR courses. Resuscitation 73(2):271–278. https://doi.org/10.1016/j.resuscitation.2006.09.008 (In eng)CrossRefPubMed

123.

Wagner P, Lingemann C, Arntz HR, Breckwoldt J (2015) Official lay basic life support courses in Germany: is delivered content up to date with the guidelines? An observational study. Emerg Med Clin North Am 32(7):547–552. https://doi.org/10.1136/emermed-2014-203736CrossRef

124.

Breckwoldt J, Lingemann C, Wagner P (2016) Resuscitation training for lay persons in first aid courses: transfer of knowledge, skills and attitude. Anaesthesist 65(1):22–29. https://doi.org/10.1007/s00101-015-0113-8CrossRefPubMed

125.

Lukas RP, Van Aken H, Molhoff T et al (2016) Kids save lives: a six-year longitudinal study of schoolchildren learning cardiopulmonary resuscitation: Who should do the teaching and will the effects last? Resuscitation 101:35–40. https://doi.org/10.1016/j.resuscitation.2016.01.028CrossRefPubMed

126.

Coles CR, Tomlinson JM (1994) Teaching student-centred educational approaches to general practice teachers. Med Educ 28(3):234–238. https://doi.org/10.1111/j.1365-2923.1994.tb02704.xCrossRefPubMed

127.

Hewson MG (2000) A theory-based faculty development program for clinician-educators. Acad Med 75(5):498–501. https://doi.org/10.1097/00001888-200005000-00024CrossRefPubMed

128.

Sheets KJ, Henry RC (1988) Evaluation of a faculty development program for family physicians. Med Teach 10(1):75–83. https://doi.org/10.3109/01421598809019328CrossRefPubMed

129.

Litzelman DK, Stratos GA, Marriott DJ, Lazaridis EN, Skeff KM (1998) Beneficial and harmful effects of augmented feedback on physicians’ clinical-teaching performances. Acad Med 73(3):324–332 (http://www.ncbi.nlm.nih.gov/pubmed/9526460)CrossRefPubMed

130.

Molloy E, Ajjawi R, Bearman M, Noble C, Rudland J, Ryan A (2020) Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Med Educ 54(1):33–39. https://doi.org/10.1111/medu.13802CrossRefPubMed

131.

van de Ridder JM, McGaghie WC, Stokking KM, ten Cate OT (2015) Variables that affect the process and outcome of feedback, relevant for medical training: a meta-review. Med Educ 49(7):658–673. https://doi.org/10.1111/medu.12744CrossRefPubMed

132.

Ro YS, Shin SD, Song KJ et al (2016) Public awareness and self-efficacy of cardiopulmonary resuscitation in communities and outcomes of out-of-hospital cardiac arrest: a multi-level analysis. Resuscitation 102:17–24. https://doi.org/10.1016/j.resuscitation.2016.02.004CrossRefPubMed

133.

Ericsson KA (2004) Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med 79(10):S70–S81 (In eng)CrossRefPubMed

134.

Ward M, Gruppen L, Regehr G (2002) Measuring self-assessment: current state of the art. Adv Health Sci Educ Theory Pract 7(1):63–80. https://doi.org/10.1023/a:1014585522084CrossRefPubMed

135.

Chaffey LJ, de Leeuw EJ, Finnigan GA (2012) Facilitating students’ reflective practice in a medical course: literature review. Educ Health 25(3):198–203. https://doi.org/10.4103/1357-6283.109787CrossRef

136.

Brydges R, Butler D (2012) A reflective analysis of medical education research on self-regulation in learning and practice. Med Educ 46(1):71–79. https://doi.org/10.1111/j.1365-2923.2011.04100.xCrossRefPubMed

137.

Yee LW (2016) Peer coaching for improvement of teaching and learning. J Interdiscip Res Educ 6(1):64–70

138.

Cruess RL, Cruess SR, Steinert Y (2018) Medicine as a community of practice: implications for medical education. Acad Med 93(2):185–191. https://doi.org/10.1097/ACM.0000000000001826CrossRefPubMed

139.

Camp BN, Parish DC, Andrews RH (1997) Effect of advanced cardiac life support training on resuscitation efforts and survival in a rural hospital. Ann Emerg Med 29(4):529–533. https://doi.org/10.1016/s0196-0644(97)70228-2CrossRefPubMed

140.

Dane FC, Russell-Lindgren KS, Parish DC, Durham MD, Brown TD (2000) In-hospital resuscitation: association between ACLS training and survival to discharge. Resuscitation 47(1):83–87 (http://www.ncbi.nlm.nih.gov/htbin-post/Entrez/query?db=m&form=6&dopt=r&uid=11004384)CrossRefPubMed

141.

Lowenstein SR, Sabyan EM, Lassen CF, Kern DC (1986) Benefits of training physicians in advanced cardiac life support. Chest 89(4):512–516. https://doi.org/10.1378/chest.89.4.512CrossRefPubMed

142.

Makker R, Gray-Siracusa K, Evers M (1995) Evaluation of advanced cardiac life support in a community teaching hospital by use of actual cardiac arrests. Heart Lung 24(2):116–120 (http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=7759271)CrossRefPubMed

143.

Moretti MA, Cesar LA, Nusbacher A, Kern KB, Timerman S, Ramires JA (2007) Advanced cardiac life support training improves long-term survival from in-hospital cardiac arrest. Resuscitation 72(3):458–465. https://doi.org/10.1016/j.resuscitation.2006.06.039 (In eng)CrossRefPubMed

144.

Pottle A, Brant S (2000) Does resuscitation training affect outcome from cardiac arrest? Accid Emerg Nurs 8(1):46–51CrossRefPubMed

145.

Sanders AB, Berg RA, Burress M, Genova RT, Kern KB, Ewy GA (1994) The efficacy of an ACLS training program for resuscitation from cardiac arrest in a rural community. Ann Emerg Med 23(1):56–59 (http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=8273960)CrossRefPubMed

146.

Sodhi K, Singla MK, Shrivastava A (2011) Impact of advanced cardiac life support training program on the outcome of cardiopulmonary resuscitation in a tertiary care hospital. Indian J Crit Care Med 15(4):209–212. https://doi.org/10.4103/0972-5229.92070CrossRefPubMedPubMedCentral

147.

Patel A, Khatib MN, Kurhe K, Bhargava S, Bang A (2017) Impact of neonatal resuscitation trainings on neonatal and perinatal mortality: a systematic review and meta-analysis. BMJ Paediatr Open 1(1):e183. https://doi.org/10.1136/bmjpo-2017-000183CrossRefPubMedPubMedCentral

148.

Bang AT, Bang RA, Baitule SB, Reddy MH, Deshmukh MD (1999) Effect of home-based neonatal care and management of sepsis on neonatal mortality: field trial in rural India. Lancet 354(9194):1955–1961. https://doi.org/10.1016/S0140-6736(99)03046-9CrossRefPubMed

149.

Gill CJ, Phiri-Mazala G, Guerina NG et al (2011) Effect of training traditional birth attendants on neonatal mortality (Lufwanyama Neonatal Survival Project): randomised controlled study. BMJ 342:d346. https://doi.org/10.1136/bmj.d346CrossRefPubMedPubMedCentral

150.

Abu-Zidan FM (2016) Advanced trauma life support training: how useful it is? World J Crit Care Med 5(1):12–16. https://doi.org/10.5492/wjccm.v5.i1.12CrossRefPubMedPubMedCentral

151.

Mohammad A, Branicki F, Abu-Zidan FM (2014) Educational and clinical impact of Advanced Trauma Life Support (ATLS) courses: a systematic review. World J Surg 38(2):322–329. https://doi.org/10.1007/s00268-013-2294-0CrossRefPubMed

152.

Jayaraman S, Sethi D, Chinnock P, Wong R (2014) Advanced trauma life support training for hospital staff. Cochrane Database Syst Rev. https://doi.org/10.1002/14651858.CD004173.pub4CrossRefPubMedPubMedCentral

153.

Morley PT, Atkins DL, Billi JE et al (2010) Part 3: evidence evaluation process: 2010 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Resuscitation 81(Suppl 1):e32–e40. https://doi.org/10.1016/j.resuscitation.2010.08.023CrossRefPubMed

154.

Turner NM, Dierselhuis MP, Draaisma JM, ten Cate OT (2007) The effect of the Advanced Paediatric Life Support course on perceived self-efficacy and use of resuscitation skills. Resuscitation 73(3):430–436. https://doi.org/10.1016/j.resuscitation.2006.10.018CrossRefPubMed

155.

Hunziker S, Semmer NK, Tschan F, Schuetz P, Mueller B, Marsch S (2012) Dynamics and association of different acute stress markers with performance during a simulated resuscitation. Resuscitation 83(5):572–578. https://doi.org/10.1016/j.resuscitation.2011.11.013CrossRefPubMed

156.

Amacher SA, Schumacher C, Legeret C et al (2017) Influence of gender on the performance of cardiopulmonary rescue teams: a randomized, prospective simulator study. Crit Care Med 45(7):1184–1191. https://doi.org/10.1097/CCM.0000000000002375CrossRefPubMed

157.

Tramer L, Becker C, Schumacher C et al (2020) Association of self-esteem, personality, stress and gender with performance of a resuscitation team: a simulation-based study. PLoS ONE 15(5):e233155. https://doi.org/10.1371/journal.pone.0233155CrossRefPubMedPubMedCentral

158.

Anderson CR, Taira BR (2018) The train the trainer model for the propagation of resuscitation knowledge in limited resource settings: a systematic review. Resuscitation 127:1–7. https://doi.org/10.1016/j.resuscitation.2018.03.009CrossRefPubMed

159.

Garden AL, Le Fevre DM, Waddington HL, Weller JM (2015) Debriefing after simulation-based non-technical skill training in healthcare: a systematic review of effective practice. Anaesth Intensive Care 43(3):300–308. https://doi.org/10.1177/0310057X1504300303CrossRefPubMed

Springerpflege

Lehre in der Reanimation

Leitlinien des European Resuscitation Council 2021

Zusammenfassung

Springerpflege

Zusammenfassung

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 4/2021

Erste Hilfe

Epidemiologie des Kreislaufstillstands in Europa

Erweiterte lebensrettende Maßnahmen für Erwachsene

Postreanimationsbehandlung

Versorgung und Reanimation des Neugeborenen nach der Geburt

Kurzfassung