The Efficiency of the Constraint-Led Approach in Teaching External Chest Compressions to Medical Students

K. Taraporewalla, P. Barach, J. Lipman, A. Van Zundert

Citation: K. Taraporewalla, P. Barach, J. Lipman, A. Van Zundert, "The Efficiency of the Constraint-Led Approach in Teaching External Chest Compressions to Medical Students", Universal Library of Medical and Health Sciences, Volume 02, Issue 01.

Copyright: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The cognitive approach is the dominant approach for teaching medical procedures. However, the theoretical basis for the approach has changed over the last century. The constraint-led approach is a new approach for teaching motor skills most utilised in sports, physical education, and rehabilitation medicine domains. Thus far, it has not been used to teach medical procedural tasks. This study considers whether the constraint-led approach can be used to teach external chest compressions and compares its efficiency in teaching novice performers (medical students) with a cognitive approach that includes the Peyton and Walker 4-step method consisting of demonstration, deconstruction, comprehension, and practice. Our results show that the constraint-led approach is more efficient than the more traditional cognitive approach for teaching this skill. The median (IQR) total teaching time was 6.0 (6.0-9.0) minutes using the constraints-led approach compared to 24 (18.0-26.0) minutes in the cognitive approach. The median (IQR) time to teach the practical component, as measured by the number of cycles of compression required, was also significantly less with a constraint-led approach 2.0 (2.0-3.0) cycles than the cognitive approach 4.0 (3.0-5.0), p-value 0.001. We posit efficiency is gained by an integrated teaching approach and directed movement generation. The results suggest further studies of the efficiency of teaching with other medical procedures incorporating different participants, environments, and tasks are required before accepting the constraint-led approach for developing medical psychomotor skills.


Keywords: Anaesthesia, Constraint-Led Approach, Efficiency, External Chest Compressions, Procedural Skills

Download doi https://doi.org/10.70315/uloap.ulmhs.2024.0201009