Actividades deportivas con soporte musical: ¿una nueva forma de aprender reanimación cardiopulmonar? / Sports Activities with Musical Support: A New Way to Learn Cardiopulmonary Resuscitation?

El objetivo del estudio fue analizar la viabilidad de enseñar RCP en actividades deportivas con apoyo musical y evaluar si este nuevo enfoque iguala los resultados de un curso tradicional de reanimación cardiopulmonar (RCP). Participaron 84 estudiantes universitarias sin conocimientos de RCP distribuidas en dos grupos de forma aleatoria. El primero recibió formación de RCP sólo manos integradas en una clase de aeróbic y el otro recibió un curso de RCP de manera convencional. Los resultados en la clase coreografiada comparados con el curso tradicional fueron: Profundidad media de compresiones (41,64 vs 42,92; p = 0,446), re-expansión correcta (65,47% vs 72,47%; p = 0,423), frecuencia de compresiones en un minuto (102,50 vs 138,53; p < 0,001), compresiones totales (202,50 vs 277,95; p < 0,001). Los dos métodos formativos alcanzaron resultados similares por lo que la introducción de la enseñanza de RCP en actividades deportivas puede ser un nuevo método formativo

The aim of the study was to analyse the feasibility of teaching CPR in sports activities with musical support in order to assess if this new methodology of CPR training is as effective as a traditional CPR course. 84 university students with no knowledge of CPR participated. They were distributed in two groups randomly. The first one received an experimental fitness dance class CPR course and the other was given a traditional training CPR course. The following parameters were obtained: fitness dance class group vs traditional CPR course: Average compression depth (41,64 vs 42,92; p = 0,446), Chest Recoil (65,47% vs 72,47%; p = 0,423), average compression rate (102.50 vs 138.53; p<0.001), total number of compressions (202.50 vs 277.95; p< 0.001). The two training methods achieved similar results, so CPR teaching in sports activities with musical support can be a new training method

Efecto de 3 métodos de enseñanza en soporte vital básico en futuros maestros de Educación Primaria. Un diseño cuasiexperimental / Effect of 3 basic life support training programs in future primary school teachers. A quasi-experimental design

OBJETIVO: Evaluar el aprendizaje en soporte vital básico (SVB) en personal lego tras 3 experiencias formativas diferentes. Dise˜no: Se trata de un estudio cuasi experimental antes-después de muestreo no probabilístico, sin grupo control. Ámbito: Estudiantes de formación de profesorado de educación primaria de la Universidad de Santiago de Compostela. PARTICIPANTES: Un total de 124 estudiantes (68,8% mujeres y 31,2% hombres) de entre 20 y 39 años (M = 22,23; DE = 3,79), cuyo criterio de inclusión fue el no tener conocimientos previos sobre SVB. INTERVENCIONES: Se aplicaron 3 programas formativos sobre SVB a estudiantes universitarios: curso tradicional, métodos audiovisuales y dispositivos de retroalimentación. Variables de interés principales: En masaje continuo: profundidad media de la compresión, porcentaje de reexpansión correcta, ratio de compresiones por minuto, porcentaje de compresiones correctas. Con el desfibrilador externo semiautomático: tiempo empleado en aplicar una descarga antes y después de la formación. RESULTADOS: Existen diferencias significativas en los resultados obtenidos tras 2 min de masaje continuo en función de los programas formativos recibidos, favorables al método de retroalimentación: ratio de compresiones por minuto (p < 0,001), profundidad media de la compresión (p < 0,001), porcentaje de compresiones correctas (p < 0,001) y porcentaje de reexpansión correcta (p < 0,001). En cuanto al desfibrilador externo semiautomático, se encontraron diferencias estadísticamente significativas en el T después (p = 0,025). CONCLUSIONES: El programa de formación con dispositivos de retroalimentación obtuvo los mejores resultados de calidad de compresiones cardíacas, seguido del curso tradicional y del método audiovisual. Sus superiores resultados se manifestaron tanto en hombres como en mujeres. Los 3 métodos formativos lograron el objetivo de reducir los tiempos de desfibrilación

AIM: To evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3 different teaching programs. DESIGN: A quasi-experimental before-after study involving a non-probabilistic sample without a control group was carried out. Scope: Primary school teacher students from the University of Santiago (Spain). PARTICIPANTS: A total of 124 students (68.8% women and 31.2% men) aged 20-39 years (M = 22.23; SD = 3.79), with no previous knowledge of BLS, were studied. INTERVENTIONS: Three teaching programs were used: a traditional course, an audio-visual approach and feedback devices. Main variables of interest: Chest compressions as sole cardiopulmonary resuscitation skill evaluation: average compression depth, compression rate, chest recoil percentage and percentage of correct compressions. Automated external defibrillator: time needed to apply a shock before and after the course. RESULTS: There were significant differences in the results obtained after 2 minutes of chest compressions, depending on the training program received, with feedback devices having a clear advantage referred to average compression depth (p < 0.001), compression rate (p < 0.001), chest recoil percentage (p < 0.001) and percentage of correct compressions (p < 0.001). Regarding automated external defibrillator, statistically significant differences were found in Tafter (p = 0.025). CONCLUSIONS: The teaching course using feedback devices obtained the best results in terms of the quality of chest compressions, followed by the traditional course and audio-visual approach. These favorable results were present in both men and women. All 3 teaching methods reached the goal of reducing defibrillation time

Effect of 3basic life support training programs in future primary school teachers. A quasi-experimental design. / Efecto de 3métodos de enseñanza en soporte vital básico en futuros maestros de Educación Primaria. Un diseño cuasiexperimental.

AIM: To evaluate the learning of basic life support (BLS) measures on the part of laypersons after 3different teaching programs. DESIGN: A quasi-experimental before-after study involving a non-probabilistic sample without a control group was carried out. SCOPE: Primary school teacher students from the University of Santiago (Spain). PARTICIPANTS: A total of 124 students (68.8% women and 31.2% men) aged 20-39 years (M=22.23; SD=3.79), with no previous knowledge of BLS, were studied. INTERVENTIONS: Three teaching programs were used: a traditional course, an audio-visual approach and feedback devices. MAIN VARIABLES OF INTEREST: Chest compressions as sole cardiopulmonary resuscitation skill evaluation: average compression depth, compression rate, chest recoil percentage and percentage of correct compressions. Automated external defibrillator: time needed to apply a shock before and after the course. RESULTS: There were significant differences in the results obtained after 2minutes of chest compressions, depending on the training program received, with feedback devices having a clear advantage referred to average compression depth (p<0.001), compression rate (p<0.001), chest recoil percentage (p<0.001) and percentage of correct compressions (p<0.001). Regarding automated external defibrillator, statistically significant differences were found in Tafter (p=0.025). CONCLUSIONS: The teaching course using feedback devices obtained the best results in terms of the quality of chest compressions, followed by the traditional course and audio-visual approach. These favorable results were present in both men and women. All 3teaching methods reached the goal of reducing defibrillation time.

Evaluación de la fiabilidad de los dispositivos acelerómetros de retroalimentación inmediata en función de la superficie en la que se realice la reanimación cardiopulmonar / Assessment of the reliability of the accelerometers feedback devices depending on the surface on which cardiopulmonary resuscitation is performed

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Evaluación del conocimiento y de las habilidades para el uso de un Desfibrilador Externo Automatizado (DEA) por estudiantes universitarios. Un diseño cuasiexperimental / Assessment of knowledge and skills in using an Automated External Defibrillator (AED) by university students. A quasi-experimental study

Objetivo: Evaluar la capacidad del personal lego (estudiantes universitarios) para usar un desfibrilador externo automatizado (DEA). Diseño: Estudio cuasiexperimental de medidas repetidas de muestreo no probabilístico con grupo control. Ámbito: Estudiantes de formación de profesorado de la Universidad de Santiago de Compostela. Participantes: La muestra estuvo compuesta por 129 sujetos, 69% mujeres y 31% hombres, de entre 19 y 47 años (media 23,2 ± 4,7), cuyo criterio de inclusión fue el no tener conocimientos previos sobre DEA. Intervenciones: Se tomaron los tiempos empleados en aplicar una descarga sobre un maniquí con DEA sin formación (T0); tras una explicación teórico-práctica inferior a 1 minuto (T1) y tras 6 meses del proceso formativo (T2). Variables de interés principales: La variable de resultado principal fue el tiempo empleado en aplicar una descarga. Se definió la variable «efecto de mejora» mediante la diferencia absoluta de tiempo entre T1 y T0, y la variable «efecto de grado de olvido» como la diferencia absoluta entre T1 y T2. Resultados: Las medias de tiempos fueron: T0 = 67,7 s; T1 = 44,2 s; T2 = 45,9 s. Se redujo el tiempo para realizar una descarga tras la explicación formativa (T1 < T0) (−23,4 s; p < 0,001). El T2 es inferior a T0 (−21,8 s; p < 0,001), pero mayor que T1 (1,6 s; p = 0,002). El efecto de mejora fue significativo (p < 0,001), al igual que el grado de olvido (p = 0,002). Conclusiones: Se demostró el fácil manejo del DEA, ya que personas sin formación fueron capaces de aplicar una descarga. El tiempo de administración de descarga se redujo tras una pequeña formación. Este tiempo apenas aumentó pasados 6 meses (AU)

Aim: To evaluate layperson (university student) ability to use an automated external defibrillator (AED). Design: A repeated measures quasi-experimental study with non-probabilistic sampling and a control group was carried out. Scope: Teacher training degree students at the University of Santiago de Compostela (Spain). Participants: The sample consisted of 129 subjects (69% women and 31% men), between 19-47 years of age (mean 23.2 ± 4.7 years). As inclusion criterion, the subjects were required to have no previous knowledge of AED. Interventions: Times to apply defibrillation with an AED to a mannequin were recorded untrained (T0), after a theoretical and practice explanation lasting less than one minute (T1), and 6 months after the training process (T2). Main variables of interest: The primary endpoint was the time taken to deliver a defibrillation discharge. The «improvement effect» variable was defined by the absolute time difference between T1 and T0, while the «degree of forgetfulness effect» variable was defined as the absolute difference between T1 and T2. Results: The mean times were T0 = 67.7 s; T1 = 44.2 s; T2 = 45.9 s. The time to apply defibrillation was reduced after explanation training (T1 < T0) (−23.4 s; P < .001). T2 proved shorter than T0 (−21.8 s; P < .001) but longer than T1 (1.6 s; P = .002). The improvement effect was significant (P < .001), in the same way as the degree of forgetfulness (P = .002). Conclusions: Easy handling of AED was demonstrated, since untrained people were able to deliver a discharge. Defibrillation time was reduced after brief training. This time barely increased after 6 months (AU)

Assessment of knowledge and skills in using an Automated External Defibrillator (AED) by university students. A quasi-experimental study. / Evaluación del conocimiento y de las habilidades para el uso de un Desfibrilador Externo Automatizado (DEA) por estudiantes universitarios. Un diseño cuasiexperimental.

AIM: To evaluate layperson (university student) ability to use an automated external defibrillator (AED). DESIGN: A repeated measures quasi-experimental study with non-probabilistic sampling and a control group was carried out. SCOPE: Teacher training degree students at the University of Santiago de Compostela (Spain). PARTICIPANTS: The sample consisted of 129 subjects (69% women and 31% men), between 19-47 years of age (mean 23.2±4.7 years). As inclusion criterion, the subjects were required to have no previous knowledge of AED. INTERVENTIONS: Times to apply defibrillation with an AED to a mannequin were recorded untrained (T0), after a theoretical and practice explanation lasting less than one minute (T1), and 6 months after the training process (T2). MAIN VARIABLES OF INTEREST: The primary endpoint was the time taken to deliver a defibrillation discharge. The "improvement effect" variable was defined by the absolute time difference between T1 and T0, while the "degree of forgetfulness effect" variable was defined as the absolute difference between T1 and T2. RESULTS: The mean times were T0=67.7s; T1=44.2s; T2=45.9s. The time to apply defibrillation was reduced after explanation training (T1