Study on the application effect of problem-based learning with situational simulation teaching method in cardiopulmonary resuscitation training

This study aimed to explore the application effect of problem-based learning and situational simulation teaching in cardiopulmonary resuscitation (ECPR) education. A retrospective analysis was conducted on 128 trainees specializing in ECPR at our institution. The participants were divided into two groups: a study group and a control group. The study group consisted of 64 students who received problem-based learning with situational simulation, and a control group of 64 students who adopted traditional teaching methods. Comparative analysis was performed between the two groups in terms of theoretical and practical skills scores, Cardiopulmonary resuscitation (CPR) compression quality, self-directed learning ability and satisfaction with the teaching. There was no statistically significant difference between the two groups in the following pre-training measures: self-management ability score, passion for learning score, self-control ability score, compression depth, compression depth efficiency, chest rebound ratio and compression rate (p > 0.05). After undergoing training, the study group outperformed the control group in all aspects, including theory, practical skills, compression depth, compression depth efficiency, chest rebound ratio, compression rate, self-management ability, passion for learning and self-control ability. The study group also reported higher satisfaction with the teaching, with a statistically significant difference (p < 0.05). We conclude that problem-based learning used in conjunction with situational simulation in CPR training can help trainees enhance their learning abilities, better grasp theoretical and practical knowledge, and improve the quality of CPR practical skills.

Problem-based learning; Situational simulation teaching method; Cardiopulmonary resuscitation; Teaching quality; Retrospective analysis

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