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Teaching Basic Life Support to 5- to 8-Year-Old Children: A Cluster Randomized Trial
Pediatrics ( IF 8 ) Pub Date : 2021-10-01 , DOI: 10.1542/peds.2021-051408
Cristina Varela-Casal 1 , Cristian Abelairas-Gómez 2, 3, 4 , Martín Otero-Agra 1 , Roberto Barcala-Furelos 1, 4, 5 , Antonio Rodríguez-Núñez 4, 5, 6 , Robert Greif 7, 8
Affiliation  

OBJECTIVE

We aimed to compare traditional basic life support (BLS) education with specific and innovative educative didactic material that has been previously designed and validated.

METHODS

Fifteen classes of schoolchildren aged 5 to 8 years (n = 237) were randomly assigned to 4 groups in which different didactic and complementary materials were used: (1) the Rescube tool with a cuddly toy (n = 61), (2) the Endless Book tool with a cuddly toy (n = 74), (3) traditional teaching with a cuddly toy (n = 46), and (4) traditional teaching with a manikin (n = 55). The BLS sequence was assessed at baseline (T0). After that, children took part in a one-hour theory and practice session in their assigned training modality. BLS sequence was assessed again within one week (T1) and after one month (T2).

RESULTS

The 4 modalities were successful in improving children’s skills when comparing T0 with both T1 and T2 (P < .05). At T2, more schoolchildren remembered the complete BLS sequence after using the Rescube (75%) compared with the number of schoolchildren who remember the complete BLS sequence after using the Endless Book (53%), a manikin (42%), or a cuddly toy (13%) (P < .05). A higher proportion of participants who used the Rescube correctly performed all the BLS steps analyzed compared with those who used only the manikin or a cuddly toy during the learning phase. The Endless Book was also more effective except for learning to check consciousness and breathing.

CONCLUSION

Better BLS learning and knowledge retention outcomes were achieved by using our specific and adapted didactic materials (Rescube and Endless Book). These new educational tools have the potential to substantially support BLS school education programs.



中文翻译:

向 5 至 8 岁儿童教授基本生命支持:一项整群随机试验

客观的

我们旨在将传统的基本生命支持 (BLS) 教育与先前设计和验证的特定和创新的教育教学材料进行比较。

方法

15 个班级 5 至 8 岁的学童 ( n = 237) 被随机分配到 4 个使用不同教学和补充材料的组:(1)带有可爱玩具的Rescube工具 ( n = 61),(2) Endless Book工具与一个可爱的玩具 ( n = 74),(3) 一个带有可爱玩具的传统教学 ( n = 46),以及 (4) 一个带有人体模型的传统教学 ( n = 55)。在基线 (T0) 评估 BLS 序列。之后,孩子们按照指定的培训方式参加了为期一小时的理论和实践课程。在一周内 (T1) 和一个月后 (T2) 再次评估 BLS 序列。

结果

将 T0 与 T1 和 T2 进行比较时,这 4 种方式成功地提高了儿童的技能 ( P < .05)。在 T2 时,与使用 Endless Book (53%)、人体模型 (42%) 或可爱玩具后记住完整 BLS 序列的学童人数相比,使用 Rescube 后记住完整 BLS 序列的学童更多 (75%)玩具 (13%) ( P < .05)。与在学习阶段仅使用人体模型或可爱玩具的参与者相比,使用 Rescube 正确执行所有 BLS 步骤的参与者比例更高。除了学习检查意识和呼吸之外,无尽之书也更有效。

结论

通过使用我们的特定和改编的教学材料(Rescube 和 Endless Book),可以实现更好的 BLS 学习和知识保留结果。这些新的教育工具有可能极大地支持 BLS 学校教育计划。

更新日期:2021-10-01
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