Emergency call training in primary school children: effects of instruction format and dispatcher influence

Early activation of emergency medical services is the first link in the chain of survival, yet training in emergency call competence has received limited attention compared to cardiopulmonary resuscitation (CPR). Teaching children to place an emergency call may provide a crucial and age-appropriate entry point for first aid education.

In this prospective randomized, controlled experimental study, 71 pupils (7-9 years old) from second and third grades of a German elementary school were randomized to frontal instruction or simulation-based training; a control group completed a test call prior to training. Test calls were conducted using mobile phones, assessed by trained dispatchers, and scored with a validated evaluation sheet (maximum 17 points; ≥11 defined as sufficient).

Overall, 84.5% of children achieved a sufficient emergency call. After training, 100% recalled the correct emergency number, compared with 78% in the control group (p = 0.042). No significant differences were found between frontal and simulation groups. Grade level was a strong predictor: 91% of third graders delivered sufficient calls, compared to 64% of second graders. Notably, 9.9% of all children were unable to speak after the dispatcher's greeting, and 12.5% could not provide a location, the majority being second graders. Dispatcher behavior strongly influenced outcomes, with significant differences in 11 of 13 assessed items.

Primary school children are capable of placing sufficient emergency calls after a brief training. Instruction format (frontal vs. simulation) had little impact, suggesting that emergency call teaching can be delivered efficiently in classroom settings, preserving simulation time for psychomotor CPR skills. Future trainings should emphasize reducing fear of speaking, ensuring knowledge of addresses, and incorporating dispatcher training to optimize communication with child callers.