Teaching Basic Life Support to Students of Public and Private High Schools

Abstract

BackgroundDespite being recommended as a compulsory part of the school curriculum, the teaching of basic life support (BLS) has yet to be implemented in high schools in most countries.ObjectivesTo compare prior knowledge and degree of immediate and delayed learning between students of one public and one private high school after these students received BLS training.MethodsThirty students from each school initially answered a questionnaire on cardiopulmonary resuscitation (CPR) and use of the automated external defibrillator (AED). They then received theoretical-practical BLS training, after which they were given two theory assessments: one immediately after the course and the other six months later.ResultsThe overall success rates in the prior, immediate, and delayed assessments were significantly different between groups, with better performance shown overall by private school students than by public school students: 42% ± 14% vs. 30.2% ± 12.2%, p = 0.001; 86% ± 7.8% vs. 62.4% ± 19.6%, p < 0.001; and 65% ± 12.4% vs. 45.6% ± 16%, p < 0.001, respectively. The total odds ratio of the questions showed that the private school students performed the best on all three assessments, respectively: 1.66 (CI95% 1.26-2.18), p < 0.001; 3.56 (CI95% 2.57-4.93), p < 0.001; and 2.21 (CI95% 1.69-2.89), p < 0.001.ConclusionsBefore training, most students had insufficient knowledge about CPR and AED; after BLS training a significant immediate and delayed improvement in learning was observed in students, especially in private school students.

General Public’s Knowledge Regarding Basic Life Support: A Pilot Study with a Portuguese Sample

“…Several studies indicate that the training in BLS should begin in the student population and before the start of higher education. 5,11,18,19 A total of 43.8% (n = 287) of the sample had attended some form of BLS training at some stage in their lifetime. Similar results (54.1%) were found in a study from south eastern Michigan (USA, 2006), 20 but other studies present quite different estimates, ranging from 17.8% (Portugal, 2015) 13 to 77.9% (Australia, 2011).…”

“…Informed consent, explaining the purpose of the study, was included. The questions were adapted from previously published questionnaires [5][6][7][8][9][10][11][12][13][14] and structured in sections: socio-demographic characterization (five questions), BLS general and technical knowledge (nine questions), previous training/experience in BLS (three questions), and opinion regarding the training needs (four questions). Questions concerning knowledge were based on the 2015 and 2017 ERC guidelines for resuscitation, 1,3 with special emphasis on chest compressions.…”

“…The knowledge section refers to the fundamental elements of BLS/CPR and were divided in general (5) and technical (4) knowledge questions. The first was an openended question that assessed the knowledge of the European emergency number (112).…”

“…The self-assessment question used a linear scale, ranging from 0 to 10 (non-existent skills -0; expert in BLS -10). For the sake of interpretation, the original linear scale was stratified into three groups, as follows: Residual (0-2), Low (3)(4)(5)(6), and Adequate (7-10).…”

Knowledge and attitude of basic life support (BLS) among school teachers in Hebron, Palestine

“…BLS is rapid identification of signs of cardiac arrest, stroke, foreign body airway obstruction and starting basic steps to maintain circulation and breathing. 2 It can be given by health care providers as well as bystander. Recent studies show that the survival of out-of-hospital cardiac arrest (CA) is determined by immediate cardiopulmonary resuscitation (CPR) provided by bystander if it's given in a right way well in time.…”