Effect of population-based training programs on bystander willingness to perform cardiopulmonary resuscitation

Chien, Cheng-Yu; Weng, Yi-Ming; Hsu, Shou-Chien; Chan-Wei, Kuo; Chung-Hsien, Chaou

doi:10.22514/sv121.102016.11

Cited by 7 publications

(6 citation statements)

References 16 publications

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“…This is in keeping with the findings of a study that was conducted in China where the majority (98.6%) of participants interviewed were willing to perform CPR on a family member compared to a stranger (76.3%) [21]. However, another Chinese study showed that CPR training was associated with a significant increase in willingness to perform CPR on a stranger [22].…”

Section: Discussionsupporting

confidence: 87%

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Ojifinni¹,

Motara²,

Laher³

2019

Cureus

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Background Cardiac arrests may occur anytime, anywhere and to anyone including learners at schools. Teachers have a moral obligation to care for learners while on the school premises. Outcomes after cardiac arrest are better when the first-responder possesses adequate knowledge and skill in basic life support (BLS) and cardiopulmonary resuscitation (CPR). The aim of this study was to assess the knowledge, attitudes and perceptions of student-teachers pertaining to BLS. Methods This was a self-administered, questionnaire based, prospective and cross-sectional study of senior undergraduate student-teachers enrolled at a South African university. The study was conducted between 04 November 2017 and 18 February 2018. Results A total of 316 student-teachers, with a mean age of 21.8 ± 2.6 years completed the survey. Trauma-related emergencies, allergic reactions and breathing difficulties were witnessed during practice teaching sessions at various schools by 52.5% (n = 166), 36.4% (n = 115) and 32.9% (n = 104) of participants, respectively. The mean knowledge score pertaining to BLS was 4.0 ± 1.7 out of 12 points. Previous CPR training was associated with a good knowledge score (p = 0.005) and confidence in responding to an emergency (p = 0.005). Most of the participants (N = 288, 91.1%) had no formal training in CPR with more than three-quarters (76.4%) of them not knowing where to acquire training. Barriers to initiating CPR included fear of litigation (n = 264, 83.5%), injury to the victim (n = 238, 75.3%), presence of blood, vomitus or secretions (n = 206, 65.2%) and fear of contracting a disease (n = 186, 58.8%). Most (n = 255, 80.7%) respondents reported that they would perform CPR on a learner at school. Conclusion Student-teachers surveyed in this study displayed poor knowledge and perceptions but positive attitudes with regards to the practice of CPR and BLS. Consideration should be given to including formal CPR training as part of the curriculum for teachers in training.

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Section: Discussionsupporting

confidence: 87%

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Ojifinni¹,

Motara²,

Laher³

2019

Cureus

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“…For this study, participants were enrolled in the Love GOGO program from January to December 2017. Based on our previous study, both traditional and blended teaching models showed a noticeable decline in skill retention after approximately 6 months [ 12 , 15 ]. In this study, mandatory retraining was administered every 6 months or 1 year ( Figure 1 ), spanning a comprehensive training regimen conducted over 2 years.…”

Section: Methodsmentioning

confidence: 99%

“…After initial training but before refresher training, we collected data regarding BLS knowledge, skill tests, and CPR quality at the scene at 12 and 24 months. The BLS knowledge and skill tests received approval from the Chairman of the Taiwan Society of Emergency Medicine and have also been published in previous studies [ 12 , 15 ] ( Multimedia Appendices 1 and 2 ).…”

Section: Methodsmentioning

confidence: 99%

“…Descriptive statistics are expressed as mean (SD) for continuous variables and as counts and percentages for categorical variables. Linear regression analysis was conducted to determine any differences in the mean values of baseline characteristics among the groups, with adjustment for control variables—namely age, sex, educational level, exercise habits, whether CPR training was being received for the first time, most recent CPR training, and pretest BLS knowledge scores, which were based on the significance test result and which were proposed in previous research [ 12 , 15 , 20 ]. After allocation, differences in characteristics among groups were observed.…”

Section: Methodsmentioning

confidence: 99%

“…However, through CPR training and dispatcher-assisted CPR, the global bystander CPR rate has improved from approximately 20% in 2001 to 40% to 55% in 2023 [ 9 - 11 ]. In Taiwan, the government has implemented legally mandated continuous public CPR education and training programs aimed at improving the response of bystanders to sudden cardiac arrest [ 12 ]. This effort has resulted in significant increases in bystander CPR rates and the use of public AEDs [ 7 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of Blended Versus Traditional Refresher Training for Cardiopulmonary Resuscitation: Prospective Observational Study

Chien,

Tsai,

Huang

et al. 2024

JMIR Med Educ

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Background Generally, cardiopulmonary resuscitation (CPR) skills decline substantially over time. By combining web-based self-regulated learning with hands-on practice, blended training can be a time- and resource-efficient approach enabling individuals to acquire or refresh CPR skills at their convenience. However, few studies have evaluated the effectiveness of blended CPR refresher training compared with that of the traditional method. Objective This study investigated and compared the effectiveness of traditional and blended CPR training through 6-month and 12-month refresher sessions with CPR ability indicators. Methods This study recruited participants aged ≥18 years from the Automated External Defibrillator Donation Project. The participants were divided into 4 groups based on the format of the CPR training and refresher training received: (1) initial traditional training (a 30-minute instructor-led, hands-on session) and 6-month traditional refresher training (Traditional6 group), (2) initial traditional training and 6-month blended refresher training (an 18-minute e-learning module; Mixed6 group), (3) initial traditional training and 12-month blended refresher training (Mixed12 group), and (4) initial blended training and 6-month blended refresher training (Blended6 group). CPR knowledge and performance were evaluated immediately after initial training. For each group, following initial training but before refresher training, a learning effectiveness assessment was conducted at 12 and 24 months. CPR knowledge was assessed using a written test with 15 multiple-choice questions, and CPR performance was assessed through an examiner-rated skill test and objectively through manikin feedback. A generalized estimating equation model was used to analyze changes in CPR ability indicators. Results This study recruited 1163 participants (mean age 41.82, SD 11.6 years; n=725, 62.3% female), with 332 (28.5%), 270 (23.2%), 258 (22.2%), and 303 (26.1%) participants in the Mixed6, Traditional6, Mixed12, and Blended6 groups, respectively. No significant between-group difference was observed in knowledge acquisition after initial training (P=.23). All groups met the criteria for high-quality CPR skills (ie, average compression depth: 5-6 cm; average compression rate: 100-120 beats/min; chest recoil rate: >80%); however, a higher proportion (98/303, 32.3%) of participants receiving blended training initially demonstrated high-quality CPR skills. At 12 and 24 months, CPR skills had declined in all the groups, but the decline was significantly higher in the Mixed12 group, whereas the differences were not significant between the other groups. This finding indicates that frequent retraining can maintain high-quality CPR skills and that blended refresher training is as effective as traditional refresher training. Conclusions Our findings indicate that 6-month refresher training sessions for CPR are more effective for maintaining high-quality CPR skills, and that as refreshers, self-learning e-modules are as effective as instructor-led sessions. Although the blended learning approach is cost and resource effective, factors such as participant demographics, training environment, and level of engagement must be considered to maximize the potential of this approach. Trial Registration IGOGO NCT05659108; https://www.cgmh-igogo.tw

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Effects of Dispatcher‐Assisted Public‐Access Defibrillation Programs on the Outcomes of Out‐of‐Hospital Cardiac Arrest: A Before‐and‐After Study

Huang,

Chien,

et al. 2024

JAHA

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Background Public access defibrillation (PAD) programs have been implemented globally over the past decade. Although PAD can substantially increase the survival of cardiac arrest, PAD use remains low. This study aimed to evaluate whether drawing upon the successful experiences of dispatcher‐assisted cardiopulmonary resuscitation programs would increase the use of PAD in dispatcher‐assisted PAD programs. Methods and Results This study using a before‐and‐after design was conducted in Taoyuan City using a local out‐of‐hospital cardiac arrest registry system and data of dispatcher performance derived from audio recordings. The primary outcomes were the rate of bystander PAD use, sustained return of spontaneous circulation, survival to discharge, and favorable neurological outcomes. The secondary outcomes were the performance of dispatchers in terms of PAD instruction and dispatcher‐assisted cardiopulmonary resuscitation administration, the time interval indicators of dispatcher‐assisted cardiopulmonary resuscitation. A total of 1159 patients were included and divided into 2 groups: the before‐run‐in group (502 patients) and the after‐run‐in group (657 patients). No significant difference was observed between the 2 groups in terms of baseline characteristics. The rate of PAD use in the after‐run‐in group significantly increased from 5.0% to 8.7% ( P =0.015). The rate of favorable neurological outcomes increased from 4.4% to 5.9%, which was not a statistically significant difference. Compared with the before‐run‐in group, the rate of successful automated external defibrillator acquisition was 13.5% in the after‐run‐in group ( P <0.001). Conclusions Implementing a dispatcher‐assisted PAD protocol in a municipality setting significantly increased bystander PAD use without affecting dispatcher performance in out‐of‐hospital cardiac arrest recognition, cardiopulmonary resuscitation instruction, or dispatcher‐assisted cardiopulmonary resuscitation time indicators.

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Effect of population-based training programs on bystander willingness to perform cardiopulmonary resuscitation

Cited by 7 publications

References 16 publications

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Knowledge, Attitudes and Perceptions Regarding Basic Life Support Among Teachers in Training

Effectiveness of Blended Versus Traditional Refresher Training for Cardiopulmonary Resuscitation: Prospective Observational Study

Effects of Dispatcher‐Assisted Public‐Access Defibrillation Programs on the Outcomes of Out‐of‐Hospital Cardiac Arrest: A Before‐and‐After Study

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