Effect of 3 basic life support training programs in future primary school teachers. A quasi-experimental design

Abstract

AimTo evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3 different 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 2min 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 3 teaching methods reached the goal of reducing defibrillation time.