Teachers’ training of schoolchildren in basic life support
García del Águila JJ, López Rebollo E, Escamilla Pérez R, Luque Gutiérrez M, Fernández del Valle P, García Sánchez M, Lucena Serrano C, Vivar Díaz I, Berbel Gozález F, López Pérez S, Mellado Vergel FJ, Rosell Ortiz F
Affiliation of the authors
Empresa Pública de Emergencias Sanitarias de Andalucía, Spain. Servicio Extremeño de Salud. Junta de Extremadura, Spain. Hospital Inmaculada de Huerca-lOvera. Almería, Spain. Hospital Torrecárdenas. Almería Almería, Spain. Hospital de Poniente. Almería, Spain. Servicio de Urgencias. Hospital el Toyo, Almería, Spain.
García del Águila JJ, López Rebollo E, Escamilla Pérez R, Luque Gutiérrez M, Fernández del Valle P, García Sánchez M, et al. Teachers’ training of schoolchildren in basic life support. Emergencias. 2019;31:185-8
Summary
Objective.
To assess first-year secondary-school students’ knowledge and performance of basic life support (BLS) 6 months after training given by their regular teachers during school hours.
Method.
Prospective observational study comparing pre-intervention and 6-months post-intervention knowledge and performance. The teachers gave BLS classes according to the guidelines of the European Resuscitation Council and also supervised the tests of BLS knowledge and performance.
Results.
Sixty-two teachers were trained in BLS instruction. They then instructed 1043 students. The students’ knowledge increased significantly from mean (SD) scores of 4.42 (1.64) to 7.28 (1.85) (P< .001) and was maintained at 6 months (mean score, 5.15 [3.16]; P<.001). Performance skills were also maintained at 6 months, although the students had greater difficulty attaining ventilation targets.
Conclusions.
Teachers’ training of their own first-year secondary students during regular school hours led to changes in the students’ attitudes toward the possibility of cardiac arrest and to the learning of BLS techniques
