Training frequency for educating schoolchildren in basic life support: very brief 4-month rolling-refreshers versus annual retraining—a 2-year prospective longitudinal trial

Abstract

ObjectiveTo compare the effectiveness of 4-month rolling-refreshers and annual retraining in basic life support (BLS) on a sample of schoolchildren.DesignProspective longitudinal trial.Setting and participantsFour hundred and seventy-two schoolchildren (8–12 years old).InterventionsSchoolchildren were instructed in BLS and then split into the following three groups: control group (CG), standard group (SG) and rolling-refresher group (RRG). Their BLS skills were assessed within 1 week (T1) and 2 years later (T2). Moreover, CG did not receive any additional training; SG received one 50 min retraining session 1 year later; RRG participated in very brief (5 min) rolling-refreshers that were carried out every 4 months.Primary and secondary outcomesHands-on skills of BLS sequence and cardiopulmonary resuscitation.ResultsBLS sequence performance was similar in all groups at T1, but SG and RRG followed the steps of the protocol in more proportion than CG at T2. When compared at T2, RRG showed higher proficiency than SG in checking safety, checking response, opening the airway and alerting emergency medical services. In addition, although the mean resuscitation quality was low in all groups, RRG participants reached a higher percentage of global quality cardiopulmonary resuscitation (CG: 16.4±24.1; SG: 25.3±28.8; RRG: 29.9%±29.4%), with a higher percentage of correct chest compressions by depth (CG: 3.9±11.8; SG: 10.8±22.7; RRG: 15.5±26.1 mm).ConclusionsIn 8-to-12-year-old schoolchildren, although annual 50 min retraining sessions help to maintain BLS performance, 4-month very brief rolling-refreshers were shown to be even more effective. Thus, we recommend implementing baseline BLS training at schools, with subsequently brief rolling-refreshers.

KIDS SAVE LIVES: Basic Life Support Education for Schoolchildren: A Narrative Review and Scientific Statement From the International Liaison Committee on Resuscitation

“…57 A linear correlation between weight, height, and body mass index and deeper chest compressions has been demonstrated. 51 Thus, boys and older schoolchildren with greater body mass typically are able to deliver adequate chest compression depths. 16,44,51,56,57 The addition of real-time feedback during practice may produce deeper chest compressions at the time of training and over the course of the following year.…”

“…Age itself may not be the most important variable; a child's weight or body mass index may be just as important. 16,50,51 Mean compression depths achieved by schoolchildren on manikins after BLS training vary widely and depend on their body size, which in turn can vary by age and sex. 15,[52][53][54][55][56] A minimum body weight of 40 to 50 kg appears to be required to achieve sufficient force for adequate depth of compressions.…”

“…51 Thus, boys and older schoolchildren with greater body mass typically are able to deliver adequate chest compression depths. 16,44,51,56,57 The addition of real-time feedback during practice may produce deeper chest compressions at the time of training and over the course of the following year. 58 Regardless of the method or duration of training, a large body of evidence suggests that correct hand positioning and compression rates can be delivered by schoolchildren beginning at 10 years of age.…”

“…16,65,66 Brief refresher courses with a duration of 5 minutes in 4-month intervals seem to have beneficial effects on practical CPR performance. 51 Tempo-reinforcing tools, which provide a beat to guideline standard (ie, music with the correct beats per minute), are effective adjuncts to verbal CPR instructions for schoolchildren (Figures 2 and 3 and the Table ). 62…”

Impact of Face-to-Face Teaching in Addition to Electronic Learning on Personal Protective Equipment Doffing Proficiency in Student Paramedics: Randomized Controlled Trial

“…While this could potentially be achieved by adding further training modalities, it is also possible that the only way of ensuring adequate skill acquisition and retention is through the provision of regular refresher sessions. The impact of regular refresher sessions has been studied regarding basic life-support skills [ 59 , 60 ], and future studies could be designed to assess the impact of similar sessions regarding PPE doffing skills.…”