Teaching Basic Life Support to 5- to 8-Year-Old Children: A Cluster Randomized Trial.

OBJECTIVE

We aimed to compare traditional basic life support (BLS) education with specific and innovative educative didactic material that has been previously designed and validated.

METHODS

Fifteen classes of schoolchildren aged 5 to 8 years ( = 237) were randomly assigned to 4 groups in which different didactic and complementary materials were used: (1) the tool with a cuddly toy ( = 61), (2) the tool with a cuddly toy ( = 74), (3) traditional teaching with a cuddly toy ( = 46), and (4) traditional teaching with a manikin ( = 55). The BLS sequence was assessed at baseline (T0). After that, children took part in a one-hour theory and practice session in their assigned training modality. BLS sequence was assessed again within one week (T1) and after one month (T2).

RESULTS

The 4 modalities were successful in improving children's skills when comparing T0 with both T1 and T2 ( < .05). At T2, more schoolchildren remembered the complete BLS sequence after using the Rescube (75%) compared with the number of schoolchildren who remember the complete BLS sequence after using the Endless Book (53%), a manikin (42%), or a cuddly toy (13%) ( < .05). A higher proportion of participants who used the Rescube correctly performed all the BLS steps analyzed compared with those who used only the manikin or a cuddly toy during the learning phase. The Endless Book was also more effective except for learning to check consciousness and breathing.

CONCLUSION

Better BLS learning and knowledge retention outcomes were achieved by using our specific and adapted didactic materials (Rescube and Endless Book). These new educational tools have the potential to substantially support BLS school education programs.