Reder S, Cummings P, Quan L
Resuscitation. 2006 Jun;69(3):443-53. doi: 10.1016/j.resuscitation.2005.08.020. Epub 2006 May 5.
To evaluate new instructional methods for teaching high school students cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) knowledge, actions and skills.
We conducted a cluster-controlled trial of 3 instructional interventions among Seattle area high school students, with random allocation based on classrooms, during 2003-04. We examined two new instructional methods: interactive-computer training and interactive-computer training plus instructor-led (hands-on) practice, and compared them with traditional classroom instruction that included video, teacher demonstration and instructor-led (hands-on) practice, and with a control group. We assessed CPR and AED knowledge, performance of key AED and CPR actions, and essential CPR ventilation and compressions skills 2 days and 2 months after training. All outcomes were transformed to a scale of 0-100%.
For all outcome measures mean scores were higher in the instructional groups than in the control group. Two days after training all instructional groups had mean CPR and AED knowledge scores above 75%, with use of the computer program scores were above 80%. Mean scores for key AED actions were above 80% for all groups with training, with hands-on practice enhancing students' positive outcomes for AED pad placement. Students who received hands-on practice more successfully performed CPR actions than those in the computer program only group. In the 2 hands-on practice groups the scores for 3 of the outcomes ranged from 57 to 74%; they were 32 to 54% in the computer only group. For the outcome of continuing CPR until the AED was available scores were high, 89 to 100% in all 3 training groups. Mean CPR skill scores were low in all groups. The highest mean score for successful ventilations was 15% and for compressions, 29%. The pattern of results was similar after 2 months.
We found evidence that interactive computer based self instruction alone was sufficient to teach CPR and AED knowledge and AED actions to high school students. All forms of instruction were highly effective in teaching AED use. In contrast to AED skills, CPR remains a set of difficult psychomotor skills that is challenging to teach to high school students as well as other members of the lay public.
评估用于教授高中生心肺复苏术（CPR）及自动体外除颤器（AED）知识、操作和技能的新教学方法。
2003年至2004年期间，我们在西雅图地区的高中生中开展了一项针对3种教学干预措施的整群对照试验，基于教室进行随机分组。我们研究了两种新的教学方法：交互式计算机培训以及交互式计算机培训加教师指导（实践操作），并将它们与包括视频、教师演示和教师指导（实践操作）的传统课堂教学以及一个对照组进行比较。我们在培训后2天和2个月评估了CPR和AED知识、关键AED和CPR操作的执行情况以及基本的CPR通气和按压技能。所有结果都转化为0 - 100%的量表。
对于所有结果指标，教学组的平均得分均高于对照组。培训后2天，所有教学组的CPR和AED知识平均得分均高于75%，使用计算机程序的得分高于80%。所有接受培训的组中，关键AED操作的平均得分均高于80%，实践操作提高了学生在AED电极片放置方面的积极结果。接受实践操作的学生比仅接受计算机程序培训的学生更成功地执行了CPR操作。在两个实践操作组中，3项结果的得分在57%至74%之间；仅计算机培训组的得分在32%至54%之间。对于持续进行CPR直到AED可用这一结果，所有3个培训组的得分都很高，为89%至100%。所有组的CPR技能平均得分都很低。成功通气的最高平均得分为15%，按压为29%。2个月后的结果模式相似。
我们发现有证据表明，仅基于交互式计算机的自我指导就足以向高中生教授CPR和AED知识以及AED操作。所有形式的教学在教授AED使用方面都非常有效。与AED技能相比，CPR仍然是一组难以掌握的心理运动技能，对高中生以及其他普通民众来说都具有挑战性。
