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Learning by teaching basic life support: a non-randomized controlled trial with medical students.

Sérgio Geraldo Veloso1, Gabriel Santos Pereira2, Nathália Nascimento Vasconcelos2

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Medical students who taught cardiopulmonary resuscitation (CPR) showed improved skills and knowledge. This learning by teaching approach effectively trained community health professionals in life-saving techniques.

Keywords:
Active teaching methodologiesBasic life supportCardiopulmonary resuscitationMeaningful learningMedical educationSimulationSocial accountability

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Area of Science:

  • Medical Education
  • Public Health
  • Cardiology

Background:

  • Traditional cardiopulmonary resuscitation (CPR) training in universities has low knowledge retention.
  • Community awareness and preparedness for out-of-hospital cardiac arrest are critically low.
  • Learning by teaching is proposed as a novel educational methodology.

Purpose of the Study:

  • To evaluate if medical students' CPR performance improves when they teach others.
  • To assess the effectiveness of community health professionals learning CPR from medical students.

Main Methods:

  • A non-randomized controlled trial involving 92 medical students and 240 community health professionals.
  • Medical students were trained in Basic Life Support (BLS) and then taught community professionals.
  • Students were divided into a case group (reassessed after teaching) and a control group (reassessed before teaching).

Main Results:

  • The case group of students demonstrated significant improvements in both theoretical and practical CPR performance post-teaching.
  • The control group showed no significant change in practical performance but improved theoretically.
  • Community health professionals significantly improved their theoretical knowledge and practical skills in CPR post-training.

Conclusions:

  • Teaching CPR enhances medical students' theoretical and practical performance compared to a control group.
  • The 'learning by teaching' model is an effective educational strategy for CPR dissemination.
  • This approach fulfills the university's social responsibility by extending knowledge beyond academic boundaries.