Department of Anaesthesiology, University Medical Center Hamburg-Eppendorf, Martini-Str. 52, 20246, Hamburg, Germany.
Department of Anaesthesiology, Intensiv Care and Pain Management, Kath. Marienkrankenhaus, Alfredstraße 9, 22087, Hamburg, Germany.
BMC Public Health. 2020 Jan 13;20(1):50. doi: 10.1186/s12889-020-8161-7.
The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy).
This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes.
Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: - 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06).
This study could not resolve the question, if self-regulated learning in peer-groups improves self-efficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills.
ISRCTN17334920, retrospectively registered 07.03.2019.
“儿童拯救生命”声明建议为学童提供年度基本生命支持（BLS）培训，但实施起来具有挑战性。培训应该易于实现，并且每一次 BLS 培训都应尽可能有效，以使学习者为救生行动做好准备。准备意味着技能和对自身能力的积极信念（高自我效能感）。
本随机对照群组研究调查了自我调节学习是否能促进自我效能感和 BLS 实践技能的长期保留。12 岁的学生参加了 BLS 实践培训和技能情景测试。在对照组中，实践培训由讲师主导。在干预组中，学生自我调节学习过程，由同伴小组提供反馈。使用多级混合模型分析培训后和 9 个月后的主要结果——自我效能感，以帮助在心脏骤停后进行急救。BLS 技能的平均值和通过率是次要结果。
与假设相反，本研究无法衡量参与干预组（n=307 名学生）的学生在培训后和随访时（平均差异：0.11 分，95%CI：-0.26 至 0.04，P=0.135）的心脏骤停急救自我效能感高于对照组（n=293 名学生）。两组通过 BLS 考试所有项目的几率没有显著差异（OR 1.11，95%CI：0.81 至 1.52，p=0.533）。与对照组（男性：7.06）相比，自我调节学习与 BLS 考试中男性学生（平均得分：7.35）更高的表现相关，而与干预组中的女性学生（女性：7.05）相比也是如此。
本研究无法解决自我调节学习小组是否能提高心脏骤停急救自我效能感的问题。自我调节学习是 BLS 技能培训中讲师主导培训的有效替代方法，并且对于非专业人士来说可能更容易实现。对于男性学生来说，自我调节学习似乎有助于支持技能的长期保留。
ISRCTN81302420，于 2019 年 3 月 7 日进行了回顾性注册。
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