Efecto de 3 métodos de enseñanza en soporte vital básico en futuros maestros de Educación Primaria. Un diseño cuasiexperimental

Abstract

AimTo evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3different teaching programs. DesignA quasi-experimental before-after study involving a non-probabilistic sample without a control group was carried out. ScopePrimary school teacher students from the University of Santiago (Spain). ParticipantsA total of 124 students (68.8% women and 31.2% men) aged 20–39 years (M=22.23; SD=3.79), with no previous knowledge of BLS, were studied. InterventionsThree teaching programs were used: a traditional course, an audio-visual approach and feedback devices. Main variables of interestChest compressions as sole cardiopulmonary resuscitation skill evaluation: average compression depth, compression rate, chest recoil percentage and percentage of correct compressions. Automated external defibrillator: time needed to apply a shock before and after the course. ResultsThere were significant differences in the results obtained after 2minutes of chest compressions, depending on the training program received, with feedback devices having a clear advantage referred to average compression depth (p<0.001), compression rate (p<0.001), chest recoil percentage (p<0.001) and percentage of correct compressions (p<0.001). Regarding automated external defibrillator, statistically significant differences were found in Tafter (p=0.025). ConclusionsThe teaching course using feedback devices obtained the best results in terms of the quality of chest compressions, followed by the traditional course and audio-visual approach. These favorable results were present in both men and women. All 3teaching methods reached the goal of reducing defibrillation time.