Choi Hyung Soo, Lee Dong Hoon, Kim Chan Woong, Kim Sung Eun, Oh Je Hyeok
Emergnecy Medicine Department, Chung-Ang University Hospital, 102, Heukseok-ro, Dongjak-gu, Seoul 156-755, Republic of Korea.
World J Emerg Med. 2015;6(3):186-90. doi: 10.5847/wjem.j.1920-8642.2015.03.004.
The inclusion of cardiopulmonary resuscitation (CPR) in formal education has been a useful approach to providing basic life support (BLS) services. However, because not all students have been able to learn directly from certified instructors, we studied the educational efficacy of the use of peer-assisted learning (PAL) to train high-school students to perform BLS services.
This study consisted of 187 high-school students: 68 participants served as a control group and received a 1-hour BLS training from a school nurse, and 119 were included in a PAL group and received a 1-hour CPR training from a PAL leader. Participants' BLS training was preceded by the completion of questionnaires regarding their background. Three months after the training, the participants were asked to respond to questionnaires about their willingness to perform CPR on bystander CPR and their retention of knowledge of BLS.
We found no statistically significant difference between the control and PAL groups in their willingness to perform CPR on bystanders (control: 55.2%, PAL: 64.7%, P=0.202). The PAL group was not significantly different from the control group (control: 60.78±39.77, PAL: 61.76±17.80, P=0.848) in retention of knowledge about BLS services.
In educating high school students about BLS, there was no significant difference between PAL and traditional education in increasing the willingness to provide CPR to bystanders or the ability to retain knowledge about BLS.
将心肺复苏术（CPR）纳入正规教育一直是提供基本生命支持（BLS）服务的有效方法。然而，由于并非所有学生都能直接向认证教员学习，我们研究了使用同伴辅助学习（PAL）来培训高中生进行BLS服务的教育效果。
本研究包括187名高中生：68名参与者作为对照组，接受学校护士1小时的BLS培训，119名被纳入PAL组，接受PAL组长1小时的CPR培训。在参与者接受BLS培训之前，先完成关于他们背景的问卷调查。培训三个月后，要求参与者回答关于他们对为旁观者进行心肺复苏的意愿以及对BLS知识的掌握情况的问卷。
我们发现对照组和PAL组在为旁观者进行心肺复苏的意愿方面没有统计学上的显著差异（对照组：55.2%，PAL组：64.7%，P = 0.202）。在对BLS服务知识的掌握方面，PAL组与对照组没有显著差异（对照组：60.78±39.77，PAL组：61.76±17.80，P = 0.848）。
在对高中生进行BLS教育时，在提高为旁观者提供心肺复苏的意愿或对BLS知识的掌握能力方面，PAL与传统教育之间没有显著差异。
