RESUMO
Fundamento. El objetivo de este estudioes compararlos resulta-dos obtenidos en escolares formados en RCP por progenitores en el ambiente familiar y por profesores en el ambiente educativo. Método. Estudio aleatorizado del aprendizaje de RCP en escolares de Educación Primaria (1º y 2º curso) de la Región de Murcia. Los progenitores (grupo familia, GF) y profesores (grupo maestros, GM) han participado como formadores a través de un material di-dáctico adaptado para escolares (un cuento y un vídeo de dibujos animados) de la serie educativa Jacinto y sus Amigos©. Se evaluaron ocho conocimientos y cinco habilidades prácticas.Resultados. Se seleccionaron 160 escolares y terminaron el estudio 116; el GF presentó 51,3% de pérdidas. Los escolares formados por el GM obtuvieron puntuaciones medianas significativamente ma-yores tanto en conocimiento teórico (6,7; RIC=1,8 vs 4,7; RIC=3,1; p<0,001) como en todas las habilidades prácticas a excepción de reconocer un situación de emergencia. En el GF, la enseñanza sobre RCP con un cuento y un vídeo de dibujos animados logró puntua-ciones significativamente mejores en cinco conocimientos y en cuatro habilidades que con solo un cuento.Conclusiones. La implementación de recursos educativos no tec-nológicos, cómo cuentos y dibujos animados, en la enseñanza de la RCP en escolares de primaria aumenta los conocimientos y habili-dades. Los escolares formados por los maestros en el ámbito edu-cativo han aprendido significativamente más que los formados por la familia y, dentro del ámbito familiar, la enseñanza sobre RCP fue más eficaz mediante un cuento y un vídeo de dibujos animados que cuando simplemente disponen del cuento (AU)
Background. We compared the outcome of training schoolchil-dren how to perform CPR by parents/legal guardians in the family environment versus by teachers at school.Methods. Randomized study of CPR learning in primary school children (1st and 2nd grades) in the Region of Murcia. Parents/legal guardians (family group) and teachers (teacher group) trained the children using didactic material adapted for that age population (one story and one cartoon video) from the educational series Jacinto y sus Amigos©. We evaluated eight theoretical knowledge questions and five practical skills.Results. One hundred and sixty schoolchildren were selected and 116 completed the study; in the family group, 51.3% did not fin-ish the study. Children trained by teachers obtained significantly higher median scores in comparison with the family group both in theoretical knowledge (6.7; IQR=1.8 vs 4.7; IQR=3.1, respective-ly; p < 0.001) and in all practical skills except for recognizing an emergency situation. Children in the family group, learning CPR with one story and one cartoon video achieved significantly better scores in five theoretical knowledge questions and four skills than with only the story.Conclusions. Using non-technological educational resources, e.g., stories and animated cartoons for teaching CPR to primary school students, increases their knowledge and skills. Schoolchildren trained in the educational environment acquired more knowledge and skills than those trained by parents. Within the family environ-ment, CPR teaching was more effective through one story and one cartoon video than when only the story was used (AU)
Assuntos
Humanos , Masculino , Feminino , Criança , Reanimação Cardiopulmonar/educação , Desenhos Animados como Assunto , Educação em Saúde/métodosRESUMO
BACKGROUND: We compared the outcome of training schoolchildren how to perform CPR by parents/legal guardians in the family environment versus by teachers at school. METHODS: Randomized study of CPR learning in primary school children (1st and 2nd grades) in the Region of Murcia. Parents/legal guardians (family group) and teachers (teacher group) trained the children using didactic material adapted for that age population (one story and one cartoon video) from the educational series Jacinto y sus Amigos©. We evaluated eight theoretical knowledge items and five practical skills. RESULTS: One hundred and sixty schoolchildren were selected and 116 completed the study; in the family group, 51.3% did not finish the study. Children trained by teachers obtained significantly higher median scores in comparison with the family group both in theoretical knowledge (6.7; IQR=1.8 vs 4.7; IQR=3.1, respectively; p < 0.001) and in all practical skills except for "recognizing an emergency situation". Children in the family group, learning CPR with one story and one cartoon video achieved significantly better scores in five theoretical knowledge items and four skills than with only the story. CONCLUSIONS: Using non-technological educational resources, e.g., stories and animated cartoons for teaching CPR to primary school students, increases their knowledge and skills. Schoolchildren trained in the educational environment acquired more knowledge and skills than those trained by parents. Within the family environment, CPR teaching was more effective through one story and one cartoon video than when only the story was used.
Assuntos
Reanimação Cardiopulmonar , Criança , Humanos , Reanimação Cardiopulmonar/educação , Escolaridade , Instituições Acadêmicas , Estudantes , Inquéritos e QuestionáriosRESUMO
BACKGROUND: Virtual reality (VR) is an interesting and promising way to teach cardiopulmonary resuscitation (CPR) to adult laypersons as its high immersive characteristics could improve the level of skills and acquired knowledge in learning basic life support (BLS). METHODS: This systematic review assesses current literature about BLS training with VR and its possible effect on CPR-quality parameters, self-efficacy, perceived learning, and learners' satisfaction and short and long-term patients' outcome. We screened the Cochrane Library, PubMed, CINAHL, MEDLINE Ovid, Web of Science, and Scopus databases and included only clinical trials and quasi-experimental studies published from inception to October 1, 2021, which analyzed adult laypersons' BLS training with the use of VR. Primary outcomes were CPR parameters (chest compression rate and depth, Automated External Defibrillator use). Secondary outcomes were self-efficacy, perceived learning and learners satisfaction, and patients' outcomes (survival and good neurologic status). The risk of bias of included study was assessed using the Cochrane Handbook for Systematic Reviews of Interventions tool to evaluate randomized control trials and the transparent reporting of evaluations with nonrandomized designs checklist for nonrandomized studies. RESULTS: After full article screening, 6 studies were included in the systematic review (731 participants) published between 2017 and 2021. Because of the heterogeneity of the studies, we focused on describing the studies rather than meta-analysis. The assessment of the quality of evidence revealed overall a very low quality. Training with VR significantly improved the rate and depth of chest compressions in 4 out of 6 articles. VR was described as an efficient teaching method, exerting a positive effect on self-efficacy, perception of confidence, and competence in 2 articles. CONCLUSION: VR in BLS training improves manual skills and self-efficacy of adult laypersons and may be a good teaching method in a blended learning CPR training strategy. VR may add another way to divide complex parts of resuscitation training into easier individual skills. However, the conclusion of this review suggests that VR may improve the quality of the chest compressions as compared to instructor-led face-to-face BLS training.
