Emergency Medical Services Unit, 123929Zdravstveni Dom Dr Adolfa Drolca Maribor, Slovenia.
Faculty of Natural Sciences and Mathematics, University of Maribor, Slovenia.
Inquiry. 2022 Jan-Dec;59:469580221098755. doi: 10.1177/00469580221098755.
Courses on basic life support (BLS) and automated external defibrillator (AED) in schools lead to increase in knowledge but its retention is less well explored. We aimed to explore the long-term retention of knowledge and practical skills among schoolchildren after a BLS and AED course to be able to tailor future courses accordingly. Study was conducted in 3 parts and included 823 seventh and ninth graders from different elementary schools in Maribor, Slovenia. In Study 1 (n=611) we assessed students' baseline knowledge and immediate knowledge gain after our BLS and AED course with a validated questionnaire; in Study 2 (n=116) we assessed retention of gained knowledge and skills after 5 months with a modified Cardiff test and Little Anne QCPR manikin; in Study 3 (n=96) we assessed retention of knowledge 2 years after the course. Mean differences in knowledge before and after the course in Study 1 and between studies were analyzed using paired t-tests and independent t-tests. Differences between individual question scores at different time points were compared using Mann - Whitney test. A two-sided P<0,05 was considered significant. Practical skills retention was presented with descriptive statistics. Knowledge gain was significant immediately after the course with 83% correct answers compared to 60% at baseline. Scores dropped significantly after 5 months (73%) and after 2 years (75%), but remained significantly better than at baseline (P<0.001). Practical skills perfomance score as per Cardiff test after 5 months was 63%. Overall BLS performance score as per QCPR app was 59%, with an overall cardio score of 77% (average compression rate: 124/min and depth: 52 mm) and ventilation score of 44%. This study showed that long term retention of theoretical knowledge was satisfying whereas poor practical skills performance after 5 months calls for a more intense practical training on repeat courses.
学校的基础生命支持 (BLS) 和自动体外除颤器 (AED) 课程可提高知识水平，但对其保留情况的研究较少。我们旨在探讨 BLS 和 AED 课程后，中小学生知识和实际技能的长期保留情况，以便能够相应地调整未来的课程。该研究分为 3 个部分，包括来自斯洛文尼亚马里博尔不同小学的 823 名 7 年级和 9 年级学生。在研究 1（n=611）中，我们使用经过验证的问卷评估了学生的基线知识和 BLS 和 AED 课程后的即时知识获取；在研究 2（n=116）中，我们使用改良的卡迪夫测试和小安妮 QCPR 人体模型评估了 5 个月后的知识和技能保留情况；在研究 3（n=96）中，我们评估了课程结束 2 年后的知识保留情况。使用配对 t 检验和独立 t 检验分析研究 1 中课程前后和不同研究之间知识的平均值差异。使用曼-惠特尼检验比较不同时间点的个体问题得分差异。双侧 P<0.05 被认为具有统计学意义。实际技能保留情况用描述性统计表示。与基线相比，课程后即刻知识获取显著提高，正确答案率为 83%，而基线时为 60%。5 个月后（73%）和 2 年后（75%）的分数显著下降，但仍显著优于基线（P<0.001）。根据 Cardiff 测试，5 个月后的实际技能表现得分为 63%。根据 QCPR 应用程序的总体 BLS 表现评分为 59%，整体心搏评分 77%（平均按压频率：124 次/分钟，深度：52 毫米），通气评分 44%。这项研究表明，理论知识的长期保留令人满意，而 5 个月后实际技能表现不佳需要在重复课程中进行更强化的实践培训。
