Suwanpairoj Chananthon, Wongsombut Thanakorn, Maisawat Kittipitch, Torod Nita, Jaengkrajan Ampaka, Sritharo Natchaya, Atthapreyangkul Nattikarn, Wittayachamnankul Borwon
Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand.
Department of Emergency Medicine, Chiang Mai University, Chiang Mai, Thailand.
Clin Exp Emerg Med. 2020 Dec;7(4):245-249. doi: 10.15441/ceem.19.095. Epub 2020 Dec 31.
This study aimed to evaluate how BLS courses affect primary school students' knowledge, attitudes, and life support skills; investigate how medical students' knowledge and competence in teaching BLS can improve by serving as instructors.
This experimental study was conducted in a rural primary school. First-year medical students conducted a BLS course for grade 4 and 5 primary school students with a 6-7:1 ratio of trainees-to-trainer. All trainers had completed a BLS course before the course. This 3.5-hour simulation-based course covered chest compressions and automated external defibrillator use. The pre- and post-course assessments included multiple choice questions toward BLS, practical skills test, and attitude test. For medical students, evaluation was conducted by attitude test, both pre- and post-teaching.
The mean pre- and post-test scores increased from 5.74±0.10 to 9.43±0.13 (P<0.01). The increase in the scores was the same for both the students and the teachers (3.05±0.60 vs. 3.68±0.16, P=0.33). After the course, more than 90% of the students could perform all the procedures involved in BLS and automated external defibrillation. Medical students showed an improved understanding of CPR and confidence in performing and teaching CPR (both, P<0.01).
Primary school students can learn how to perform BLS through simulation-based learning. Simulation-based training can improve their attitude and provide them with knowledge and crucial skill sets, improving their confidence in performing BLS. Furthermore, teachers' attitudes and confidence toward CPR improved after teaching CPR.
本研究旨在评估基础生命支持（BLS）课程如何影响小学生的知识、态度和生命支持技能；调查医学生担任BLS课程教师时，其教学知识和能力如何得到提升。
本实验研究在一所农村小学开展。一年级医学生为四、五年级小学生开展BLS课程，培训生与培训师的比例为6 - 7：1。所有培训师在课程开始前均已完成BLS课程。这一基于模拟的3.5小时课程涵盖胸外按压和自动体外除颤器的使用。课程前后评估包括BLS多项选择题、实践技能测试和态度测试。对于医学生，在教学前后通过态度测试进行评估。
测试前和测试后的平均分数从5.74±0.10提高到9.43±0.13（P<0.01）。学生和教师的分数提高幅度相同（3.05±0.60对3.68±0.16，P = 0.33）。课程结束后，超过90%的学生能够完成BLS和自动体外除颤所有相关操作。医学生对心肺复苏（CPR）的理解以及进行和教授CPR的信心均有所提高（P均<0.01）。
小学生可通过基于模拟的学习掌握BLS操作。基于模拟的培训能改善他们的态度，为他们提供知识和关键技能，增强他们进行BLS操作的信心。此外，教师在教授CPR后，对CPR的态度和信心也有所改善。
