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A six-year teaching life supportive first aid program to eventually generate peer trainer pupils: a prospective case
Berndt von Amelunxen1, Samantha Kirk1, Julian Hind1
1Department of Emergency Medicine, Medical University of Vienna, Wien, Austria.
BMC Medical Education
|July 5, 2023
Summary
Implementing a grade-after-grade life support first aid (LSFA) program significantly improved pupils' cardio-pulmonary resuscitation (CPR) skills. This program enhances practical performance and willingness to perform CPR, contributing to a better-trained population.
Area of Science:
- Medical Education
- Emergency Medicine
- Public Health
Background:
- Out-of-hospital cardiac arrest survival is critically dependent on bystander cardio-pulmonary resuscitation (CPR).
- Despite life supporting first aid (LSFA) programs, bystander CPR performance remains suboptimal.
- A novel grade-after-grade teaching program involving medical students was implemented to enhance CPR learning in pupils.
Purpose of the Study:
- To evaluate the effectiveness of a progressive, grade-after-grade LSFA teaching program for school pupils.
- To compare the CPR knowledge and skills of pupils participating in the program versus a control group.
- To assess the correlation between program participation, practical CPR performance, and willingness to perform CPR.
Main Methods:
- A prospective, case-controlled study was conducted at an international school involving pupils aged 12±3 years.
- Trained pupils (n=538) were compared to a control group (n=129) using surveys and Resusci Anne dummy evaluations.
- Statistical analyses included Chi-squared tests, t-tests, and one-way ANOVA to compare knowledge, skills (QCPR%), and willingness to perform CPR.
Main Results:
- Trained 9th-grade pupils demonstrated significantly better CPR knowledge and skills (QCPR 59% vs. 25%) compared to the control group.
- Increased participation in LSFA courses correlated with improved practical CPR performance (r²=0.21, p<0.001).
- Willingness to perform CPR on strangers increased with enhanced practical skills, while positive attitudes towards CPR were high across all grades.
Conclusions:
- A grade-after-grade LSFA teaching program, delivered by medical students, was successfully established and improved pupil CPR proficiency.
- Program participants are positioned to become future trainers, enabling peer-to-peer LSFA instruction.
- This initiative fosters a 'learning by teaching' model, aiming to create a more broadly trained population in LSFA.
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