导师主导的仅压缩心肺复苏和中学生自动外部除器训练的比较:一个多中心非劣势随机试验
Chi Yeung Yeung1, Kit Ying So1, Helen Hoi Ting Cheung2
1Accident and Emergency Department, Queen Elizabeth Hospital, Kowloon, Hong Kong Special Administrative Region.
Resuscitation plus
|October 27, 2023
概括
经过培训的教师可以有效地向中学学生教授基本生命支持 (BLS) 技能,证明对医疗保健教师的不逊色. 这种方法促进了学生在心肺复苏 (CPR) 中的积极态度和知识保留.
科学领域:
- 医学教育 医学教育
- 公共卫生 公共卫生
- 紧急医疗 紧急医疗
背景情况:
- 障碍阻碍了中学广泛的基本生命支持 (BLS) 培训.
- 训练有素的教师与医疗保健专业人员作为学生的BLS教师的有效性尚未得到充分证实.
- 研究由教师领导的BLS培训对于可持续实施至关重要.
研究的目的:
- 确定受过培训的教师在向中学生教授BLS技能方面是否与医疗保健教师不逊色.
- 评估学生在短期培训干预后长期保留BLS技能和知识的情况.
- 评估学生对学习和执行BLS的态度.
主要方法:
- 在香港四所中学进行了一项盲目的随机对照试验.
- 学生被分配到接受由经过培训的教师或医疗保健讲师提供的2小时的压缩性心肺复苏和自动外部除器 (CO-CPRAED) 课程.
- 在干预后6个月,BLS技能表现被盲目评估者评估.
主要成果:
- 六个月后BLS技能表现合格率在两组中都很高 (教师为88%,医疗保健教练为91%).
- 学生的知识水平仍然很高 (>90%),并在六个月后的两组之间是相似的.
- 学生对学习和执行BLS表现出非常积极的态度,而教师的教学意愿则略有积极.
结论:
- 经过培训的教师进行的短暂的2小时CO-CPRAED干预,与医疗保健教练的干预无差.
- 教师主导的BLS培训与积极的学生态度和有效的知识和技能保留有关.
- 这项研究支持将BLS培训纳入中学课程中的可行性,使用训练有素的教师.
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