Implementation of basic life support training for school children: Online education for potential instructors? Results of a cluster randomised, controlled, non-inferiority trial
| Autor: | Janina Kosan, Anne Daubmann, Jens C. Kubitz, Anna Häge, Stefanie Beck, Antonia Napp, Charlotte Hoffend, Philipp Breitfeld, Christoph Doehn |
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| Rok vydání: | 2020 |
| Předmět: |
education
Population 030204 cardiovascular system & hematology Emergency Nursing Disease cluster Education Distance 03 medical and health sciences 0302 clinical medicine Intervention (counseling) Germany Clinical endpoint Medicine Humans Mixed group Child education.field_of_study Medical education Schools business.industry Basic life support 030208 emergency & critical care medicine Cardiopulmonary Resuscitation Emergency Medicine Non inferiority trial Educational Measurement Cardiology and Cardiovascular Medicine business human activities Blinded study |
| Zdroj: | Resuscitation. 152 |
| ISSN: | 1873-1570 |
| Popis: | Aim of the study Comprehensive training of the population in basic life support (BLS) increases the chance of survival in cardiac arrest. To implement BLS trainings at schools a high number of instructors will be needed. This non-inferiority study investigated, if online education is effective to prepare instructors to teach BLS compared to face-to-face education. Methods A cluster randomised, controlled, single blinded study was performed in 2018 in Hamburg, Germany. A mixed group of potential instructors were allocated alternately to either the intervention or control group and participated in a four-hour instructor training. The instructor training of the control group was realised by trained educators. The intervention group participated in a self-regulated online training with hands-on training supported by peers. Instructors provided BLS training for high school students. The primary endpoint was a mean score in the BLS skills assessment of the students. The secondary endpoint was teaching effectiveness of the instructors. Results BLS assessments of 808 students of 46 classes, who were taught by 74 instructors could be analysed. The students trained by interventional instructors achieved 0.14 points less (95% CI: −0.27 to 0.56) compared to students trained by control instructors (9.34 vs. 9.48). The non-inferiority could not be confirmed. The teaching performance in the intervention group was better in some aspects compared to the control group. Conclusion Integrating all results of this study, online education may be an effective alternative to prepare potential BLS instructors. Using free online courses, motivated persons can independently acquire necessary skills to become instructors and autonomously realise low cost BLS trainings at schools. |
| Databáze: | OpenAIRE |
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