Abstract 482: Differences in Ground Reaction Forces and Chest Compression Release Velocity in Professional and Lay Rescuers With and Without the Use of Real-Time CPR Feedback

Purpose: Chest compression release velocity (CCRV) has been associated with survival and favorable neurological outcome after cardiac resuscitation. Both complete chest release and high CCRV contribute to improved venous return during CPR. Differences in compression forces delivered by professional and lay rescuers are reported, which may contribute to differences in CCRV. The aim of this pilot study was to investigate differences in ground reaction force (GRF) and CCRV between professional and lay rescuers during CPR performed on a manikin with and without real-time feedback. Methods: Professional (n = 5) and lay rescuers (n = 11) performed two minutes of continuous compressions on a manikin positioned over a force plate for two trials. CPR feedback provided by a defibrillator was disabled in the first trial and enabled in the second. CPR pads containing an accelerometer were used to calculate individual compression characteristics. Relative maximum and minimum GRFs were calculated for each compression cycle and averaged over each trial. Paired and independent sample t tests and Pearson correlations were conducted in STATA 15.1. Results: CCRV was higher in professionals vs. lay rescuers with feedback disabled and enabled (p\u3c0.05). Professionals had greater maximal and lower minimum forces than lay rescuers without feedback (p\u3c0.05), though there were no differences between groups with feedback enabled (Table 1). CCRV was associated with minimum force (r = -0.63, p\u3c0.01) and force range (r = 0.78, p\u3c0.01) in all rescuers. Analysis of GRFs by CCRV for all rescuers indicated lower force minimum (9.71 + 3.16 N, p\u3c0.05) with CCRV \u3e400 mm/s in comparison to CCRV 300-400 mm/s (39.73 + 8.91 N) and CCRV 200-300 mm/s (63.82 + 16.98 N). Conclusions: CPR feedback attenuated differences in GRF between professional and lay rescuers. CCRV was greater in professionals and was associated with measures of GRF, and thus may serve as an indicator of both velocity and amount of chest release

Kinematic differences between professional and lay rescuers with and without the use of real-time cpr feedback

Purpose: Guideline-compliant cardiopulmonary resuscitation (CPR) performance can be achieved with training and use of real-time feedback. Kinematic differences are reported between experts and novices in various motor tasks. The aim of this pilot study was to investigate differences in kinematics between professional and lay rescuers during CPR performed on a manikin with and without feedback. Methods: Professional (n = 5) and lay rescuers (n = 11) performed two minutes of continuous chest compressions on a manikin for two trials. Real-time CPR feedback provided by a defibrillator was disabled in the first trial and enabled in the second. CPR pads containing an accelerometer were used to calculate individual compression characteristics. Participants were instrumented for electromyography (EMG) and inertial motion capture and a motion capture marker was placed on the top hand. Paired and independent-sample t-tests and Pearson correlations were conducted in STATA 15.1. Results: CPR feedback increased compression depth in lay rescuers (p \u3c 0.05) to achieve guideline compliance. Lower bilateral hip range of motion (ROM) was recorded in lay rescuers compared with professionals without feedback (p \u3c 0.05), but hip ROM was increased in lay rescuers with feedback enabled (p \u3c 0.05). Hip ROM was associated with compression depth on both right (r = 0.61, p \u3c 0.01) and left sides (r = 0.65, p \u3c 0.01) for all rescuers. Greater left shoulder flexion was measured in lay rescuers both with (p \u3c 0.05) and without feedback (p \u3c 0.05). Lower extremity muscle coactivation indexes (CI) indicate greater hip extensor activity in professionals with feedback on both left (1.42 ± 0.17 vs. 0.87 ± 0.12, p \u3c 0.05) and right sides (1.33 ± 0.16 vs. 0.99 ± 0.07, p \u3c 0.05)

Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed

Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed