Navarro-Patón R, Freire-Tellado M, Basanta-Camiño S, Barcala-Furelos R, Arufe-Giraldez V, Rodriguez-Fernández J E
Facultad de Formación de Profesorado, Universidad de Santiago de Compostela, Lugo, España.
Servicio de Emergencias Médicas, Fundación Pública Urgencias Sanitarias 061, Base 061 Lugo, Centro de Salud de Fingoy, Lugo, España.
Med Intensiva (Engl Ed). 2018 May;42(4):207-215. doi: 10.1016/j.medin.2017.06.005. Epub 2017 Jul 17.
To evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3different teaching programs.
A quasi-experimental before-after study involving a non-probabilistic sample without a control group was carried out.
Primary school teacher students from the University of Santiago (Spain).
A total of 124 students (68.8% women and 31.2% men) aged 20-39 years (M=22.23; SD=3.79), with no previous knowledge of BLS, were studied.
Three teaching programs were used: a traditional course, an audio-visual approach and feedback devices.
Chest compressions as sole cardiopulmonary resuscitation skill evaluation: average compression depth, compression rate, chest recoil percentage and percentage of correct compressions. Automated external defibrillator: time needed to apply a shock before and after the course.
There were significant differences in the results obtained after 2minutes of chest compressions, depending on the training program received, with feedback devices having a clear advantage referred to average compression depth (p<0.001), compression rate (p<0.001), chest recoil percentage (p<0.001) and percentage of correct compressions (p<0.001). Regarding automated external defibrillator, statistically significant differences were found in T (p=0.025).
The teaching course using feedback devices obtained the best results in terms of the quality of chest compressions, followed by the traditional course and audio-visual approach. These favorable results were present in both men and women. All 3teaching methods reached the goal of reducing defibrillation time.
评估三种不同教学方案后外行人对基本生命支持（BLS）措施的学习情况。
进行了一项前后对照的准实验研究，涉及一个无对照组的非概率样本。
来自西班牙圣地亚哥大学的小学教师学生。
共研究了124名年龄在20 - 39岁（M = 22.23；SD = 3.79）的学生，他们此前没有BLS相关知识，其中女性占68.8%，男性占31.2%。
使用了三种教学方案：传统课程、视听教学法和反馈设备。
作为唯一心肺复苏技能评估的胸外按压：平均按压深度、按压频率、胸廓回弹百分比和正确按压百分比。自动体外除颤器：课程前后施加电击所需时间。
根据所接受的培训方案，胸外按压2分钟后获得的结果存在显著差异，反馈设备在平均按压深度（p < 0.001）、按压频率（p < 0.001）、胸廓回弹百分比（p < 0.001）和正确按压百分比（p < 0.001）方面具有明显优势。关于自动体外除颤器，在时间T上发现有统计学显著差异（p = 0.025）。
使用反馈设备的教学课程在胸外按压质量方面取得了最佳效果，其次是传统课程和视听教学法。这些良好结果在男性和女性中均有体现。所有三种教学方法都达到了缩短除颤时间的目标。
