Practicing CPR: A Qualitative Analysis of Resident Motivation

Background. For uncommon events in medicine, such as pediatric CPR, more frequent training is associated with improved performance among healthcare providers and physicians in training. Gamified learning may facilitate motivation to practice CPR, though studies to support this are lacking. Intervention. Residents were interviewed to understand motivating factors for CPR practice outside of a traditional classroom certification setting. Methods. We used a qualitative study design within a larger multinational study. Semi-structured, one-on-one interviews were completed with pediatric residents using a constructivist approach. Transcripts were reviewed independently by two authors (IHG, JLS). Results. The inductive framework gradually moved away from gamification and towards that of self-determination. Participating residents reported several types of intrinsic and extrinsic motivational drivers towards practicing CPR, such as practicing CPR to prepare, or as a connection to clinical practice. Some themes were amotivational, such as performance anxiety, and detracted from their drive to practice. Despite a gamification design to this curriculum, these components were rarely mentioned. These themes related to achieving Maslow’s three psychological needs of autonomy, relatedness and competence. Conclusion. The motivation to practice CPR among residents aligns with the self-determination theory. By stimulating intrinsic motivating factors, future curriculum design may better motivate residents to practice CPR.