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A six-year teaching life supportive first aid program to eventually generate peer trainer pupils: a prospective case

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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.