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BMC Med Educ. 2016 Oct 7;16(1):263.

Analyses of inter-rater reliability between professionals, medical students and trained school children as assessors of basic life support skills.

Author information

1
Department of Anaesthesiology, University Hospital Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany. st.beck@uke.de.
2
The Medical Faculty of the University Hamburg, Martinistr. 52, 20246, Hamburg, Germany.
3
Department of Anaesthesiology, University Hospital Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
4
Department of Medical Biometry and Epidemiology, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.
5
Department of Internal Medicine, University Medical Center Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Germany.

Abstract

BACKGROUND:

Training of lay-rescuers is essential to improve survival-rates after cardiac arrest. Multiple campaigns emphasise the importance of basic life support (BLS) training for school children. Trainings require a valid assessment to give feedback to school children and to compare the outcomes of different training formats. Considering these requirements, we developed an assessment of BLS skills using MiniAnne and tested the inter-rater reliability between professionals, medical students and trained school children as assessors.

METHODS:

Fifteen professional assessors, 10 medical students and 111-trained school children (peers) assessed 1087 school children at the end of a CPR-training event using the new assessment format. Analyses of inter-rater reliability (intraclass correlation coefficient; ICC) were performed.

RESULTS:

Overall inter-rater reliability of the summative assessment was high (ICC = 0.84, 95 %-CI: 0.84 to 0.86, n = 889). The number of comparisons between peer-peer assessors (n = 303), peer-professional assessors (n = 339), and peer-student assessors (n = 191) was adequate to demonstrate high inter-rater reliability between peer- and professional-assessors (ICC: 0.76), peer- and student-assessors (ICC: 0.88) and peer- and other peer-assessors (ICC: 0.91). Systematic variation in rating of specific items was observed for three items between professional- and peer-assessors.

CONCLUSION:

Using this assessment and integrating peers and medical students as assessors gives the opportunity to assess hands-on skills of school children with high reliability.

KEYWORDS:

Assessment; Basic life support; Inter-rater reliability; Peer assessors; Resuscitation

PMID:
27717352
PMCID:
PMC5054623
DOI:
10.1186/s12909-016-0788-9
[Indexed for MEDLINE]
Free PMC Article

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