Part 14: Education

Bhanji, Farhan; Donoghue, Aaron; Wolff, Margaret; Flores, Gustavo E.; Halamek, Louis P.; Berman, Jeffrey M.; Sinz, Elizabeth; Cheng, Adam

doi:10.1161/cir.0000000000000268

Cited by 238 publications

(114 citation statements)

References 138 publications

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“…Layperson may be trained in hands-only CPR for adult patients with OHCA as an alternative to conventional CPR training [14,15]. Several studies have demonstrated that CPR-specific skills and knowledge deteriorate within 3 to 6 months of initial training [14-16]. In the present study, we also found that the quality of compression significantly decreased 3 months after hands-only CPR training, but not after conventional CPR training.…”

Section: Discussionsupporting

confidence: 57%

“…It is recommended that hands-only CPR be used by lay rescuers, whereas conventional CPR is recommended for rescuers who are able to perform rescue breathing [12,13]. Layperson may be trained in hands-only CPR for adult patients with OHCA as an alternative to conventional CPR training [14,15]. Several studies have demonstrated that CPR-specific skills and knowledge deteriorate within 3 to 6 months of initial training [14-16].…”

Section: Discussionmentioning

confidence: 99%

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Retention of cardiopulmonary resuscitation skills after hands-only training versus conventional training in novices: a randomized controlled trial

Kim

Cho

et al. 2017

Clin Exp Emerg Med

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ObjectiveCardiopulmonary resuscitation (CPR) training can improve performance during simulated cardiac arrest; however, retention of skills after training remains uncertain. Recently, hands-only CPR has been shown to be as effective as conventional CPR. The purpose of this study is to compare the retention rate of CPR skills in laypersons after hands-only or conventional CPR training.MethodsParticipants were randomly assigned to 1 of 2 CPR training methods: 80 minutes of hands-only CPR training or 180 minutes of conventional CPR training. Each participant’s CPR skills were evaluated at the end of training and 3 months thereafter using the Resusci Anne manikin with a skill-reporting software.ResultsIn total, 252 participants completed training; there were 125 in the hands-only CPR group and 127 in the conventional CPR group. After 3 months, 118 participants were randomly selected to complete a post-training test. The hands-only CPR group showed a significant decrease in average compression rate (P=0.015), average compression depth (P=0.031), and proportion of adequate compression depth (P=0.011). In contrast, there was no difference in the skills of the conventional CPR group after 3 months.ConclusionConventional CPR training appears to be more effective for the retention of chest compression skills than hands-only CPR training; however, the retention of artificial ventilation skills after conventional CPR training is poor.

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Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Retention of cardiopulmonary resuscitation skills after hands-only training versus conventional training in novices: a randomized controlled trial

Kim

Cho

et al. 2017

Clin Exp Emerg Med

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“…This mindset resulted in uncertainty about what student grades should receive AED training and if secondary school students were too young to be trained in how to use an AED. Several studies have demonstrated that AEDs can be safely and effectively used by people with little or no prior training [34–37] and also by children [23]. In simulation training studies, even children of 6–7 years have been found capable of quickly delivering a shock with minimal training [38].…”

Section: Discussionmentioning

confidence: 99%

A qualitative study to identify barriers to deployment and student training in the use of automated external defibrillators in schools

et al. 2016

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BackgroundStudent training in use of automated external defibrillators and deployment of such defibrillators in schools is recommended to increase survival after out-of-hospital cardiac arrest. Low implementation rates have been observed, and even at schools with a defibrillator, challenges such as delayed access have been reported. The purpose of this study was to identify barriers to the implementation of defibrillator training of students and deployment of defibrillators in schools.MethodsA qualitative study based on semi-structured individual interviews and focus groups with a total of 25 participants, nine school leaders, and 16 teachers at eight different secondary schools in Denmark (2012–2013). Thematic analysis was used to identify regular patterns of meaning using the technology acceptance model and focusing on the concepts of perceived usefulness and perceived ease of use.ResultsSchool leaders and teachers are concerned that automated external defibrillators are potentially dangerous, overly technical, and difficult to use, which was related to their limited familiarity with them. They were ambiguous about whether or not students are the right target group or which grade is suitable for defibrillator training. They were also ambiguous about deployment of defibrillators at schools. Those only accounting for the risk of students, considering their schools to be small, and that time for professional help was limited, found the relevance to be low. Due to safety concerns, some recommended that defibrillators at schools should be inaccessible to students. They lacked knowledge about how they work and are operated, and about the defibrillators already placed at their campuses (e.g., how to access them). Prior training and even a little knowledge about defibrillators were crucial to their perception of student training but not for their considerations on the relevance of their placement at schools.ConclusionsIt is crucial for implementation of automated external defibrillators in schools to inform staff about how they work and are operated and that students are an appropriate target group for defibrillator training. Furthermore, it is important to provide schools with a basis for decision making about when to install defibrillators, and to ensure that school staff and students are informed about their placement.

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“…Simulation-based assessment offers another potential solution. 57 Simulation provides a standardized platform (patient, clinical scenario, and team members) leaving the team leader as the only variable. While this addresses many of the above issues, a simulation that recreates an entire team is extremely resource intensive and still has the limitation of an artificial environment.…”

Section: Discussionmentioning

confidence: 99%