Handley J A, Handley A J
St Bartholomew's, London, UK.
Resuscitation. 1998 Jan;36(1):3-8. doi: 10.1016/s0300-9572(97)00095-6.
This study is an attempt to see if simplifying the teaching of basic life support leads to better skill acquisition and retention. Forty-eight lay volunteers received instruction in CPR; 24 were taught the standard 8-step sequence whereas 24 were taught a simplified 4-step sequence. Tests of performance were carried out on a manikin before and after training. Those in the 4-step group were significantly better than those in the 8-step group at remembering the sequence of skills immediately after training (P = 0.04), 1 week later (P < 0.001) and at 6 weeks (P < 0.001). Twenty-three out of the 24 volunteers in the 4-step group got the sequence completely correct each time they were tested, in contrast to only 2 out of the 24 in the 8-step group. There was no difference, however, in the quality of performance of the skills between the two groups. In addition, it was shown that use of the 4-step sequence should result in a useful reduction in the time taken before a rescuer calls for the emergency services and commences CPR. Whether such a radical change in teaching should be introduced is a matter for further discussion and research.
本研究旨在探讨简化基本生命支持教学是否能带来更好的技能掌握和保持效果。48名非专业志愿者接受了心肺复苏术（CPR）培训；其中24人学习标准的8步流程，而另外24人学习简化的4步流程。在培训前后，对人体模型进行了操作测试。在培训后即刻（P = 0.04）、1周后（P < 0.001）和6周时（P < 0.001），4步组在记住技能顺序方面明显优于8步组。4步组的24名志愿者中有23人每次测试时都能完全正确地记住顺序，而8步组的24人中只有2人能做到。然而，两组在技能操作质量上没有差异。此外，研究表明，采用4步流程应能有效减少救援人员呼叫紧急服务并开始进行心肺复苏之前所花费的时间。是否应引入这种根本性的教学变革还有待进一步讨论和研究。
