Department of Emergency Medicine, Medical University of Vienna, Wien, Austria.
Center of Medical Statistics, Medical University of Vienna, Wien, Austria.
BMC Med Educ. 2023 Jul 5;23(1):496. doi: 10.1186/s12909-023-04476-x.
Out of hospital cardiac arrest is a life-threatening condition. To improve the chances of survival, lay-person cardio-pulmonary-resuscitation (CPR) is a crucial factor. Many bystanders fail to react appropriately, even if life supporting first aid (LSFA) programs and campaigns including CPR tried to increase the handling of basic cardiac life support. To achieve an enhanced learning of CPR a pupil's grade after grade teaching program was established in a school with medical students.
The learning of CPR was investigated in a prospective, case-controlled study at an international school. Pupils (12 ± 3 years old) joining our LSFA courses (n = 538, female: 243, attendance for evaluation: 476) were compared to a control group (n = 129, female: 52, attendance for evaluation: 102). Surveys and quality of CPR (QCPR%) through a computer linked "Resusci Anne" dummy were compared with Chi-squared tests, t-tests pair wisely, and by one-way ANOVA.
Knowledge and skills on the "Resusci Anne" were significantly better in trained grade 9 pupils compared to the control group (QCPR, 59 vs. 25%). The number of LSFA courses each grade 9 student had, correlated with improved practical performance (r = 0.21, p < 0.001). The willingness to deliver CPR to strangers increased with improved practical performance. Attitudes towards performing CPR were high in all participating grades.
Repetitive teaching LSFA to grade 5-9 pupil's grade after grade by medical students has been successfully established. Pupils who finish the program will eventually be able to teach LSFA to younger students. This is furthermore a good way of sharing a "learning by teaching" role and it enables to have more pupils as trainers who can provide instruction to a larger number of pupils with the purpose of having a better-trained population in LSFA.
院外心搏骤停是一种危及生命的情况。为了提高生存机会，非专业人员心肺复苏术（CPR）是一个关键因素。许多旁观者即使在包括 CPR 在内的生命支持急救（LSFA）计划和宣传活动中，也未能做出适当反应，以增加对基本心脏生命支持的处理。为了提高 CPR 的学习效果，在一所拥有医学生的学校中建立了一个从一年级到六年级的学生逐级教学计划。
在一所国际学校进行了一项前瞻性、病例对照研究，以调查 CPR 的学习情况。参加 LSFA 课程的学生（12±3 岁，女性：243 人，参加评估：476 人）与对照组（n=129，女性：52 人，参加评估：102 人）进行比较。通过 Chi-squared 检验、明智配对 t 检验和单因素方差分析比较了问卷调查和 CPR 质量（QCPR%），通过计算机链接的“复苏安妮”假人进行了比较。
与对照组相比，接受过培训的 9 年级学生在“复苏安妮”上的知识和技能明显更好（QCPR，59%对 25%）。每个 9 年级学生参加的 LSFA 课程数量与实际操作表现的提高相关（r=0.21，p<0.001）。实际操作表现提高，愿意向陌生人提供 CPR 的意愿也随之增加。所有参与年级对实施 CPR 的态度都很高。
由医学生对 5-9 年级学生进行的 LSFA 逐级教学计划已成功建立。完成该计划的学生最终将能够向低年级学生教授 LSFA。这也是一种很好的“教学相长”的方式，能够让更多的学生担任培训师，向更多的学生提供指导，从而使 LSFA 培训人群更加熟练。
