Effects of three different first-aid training methods on knowledge retention of caregivers and teachers: a randomized and longitudinal cohort study in China. (January 2020)

• Record Type: Journal Article
• Authors: Li, F.; Zhang, J.S.; Sheng, X.Y.; wang, J.L.; Shen, X.M.; Xia, W.P.; Shen, L.X.; Jiang, F.
• Is Part Of: Public health. Volume 178(2020)
• Page Start: 97
• Page End: 104
• Publication Date: 2020-01
• Subjects: Caregivers and teachers -- Knowledge retention -- Pediatric first aid -- Training; Public health -- Periodicals; Public health -- Periodicals; Electronic journals; 362.1
• DOI: 10.1016/j.puhe.2019.08.021
• Languages: English
• ISSNs: 0033-3506

Abstract

Abstract: Objectives: The purpose of this study was to assess the effects of pediatric first-aid training methods on caregivers' and teachers' knowledge retention. Study design: This was a randomized longitudinal cohort study. Methods: A stratified random sampling method was used to select 1282 caregivers and teachers with the help of local education authorities in 18 districts and 1 county of Shanghai, China. The selected caregivers and teachers were randomly allocated into groups that were exposed to 3 models of training, including an interactive training model (group A), lecture-based training model (group B), and video instruction training model (group C), for pediatric first-aid training for caregivers and teachers (PedFACTs). Before and after the training, a descriptive questionnaire composed of demographic information and 37 simple-choice questions about first aid was administered. During the follow-up, 120 caregivers and teachers from each of the three methods were randomized and retested 9 months after their training and 120 caregivers and teachers were randomly reselected in each of the three methods and retested 4 years after their training. Results: Immediately after training, there was a significant difference in the postassessment results between groups A and B ( P = 0.002) as well as between groups A and C ( P < 0.001). The average interactive training model score was the highest, followed by the instruction training model and video instruction training model. There was no significant difference among the three groups in the reassessment scores at 9 months and 4 years after training ( P = 0.744, P = 0.595). The difference in passing the assessment among the three groups at 9 months or 4 years after training was not maintained at a significant level. Conclusion: The three training methods did not affect knowledge retention of the caregivers and teachers at nine months or four years after training completion. Video instruction may be an effective, convenient, and feasible method to train caregivers and teachers. Highlights: The retention of knowledge and skills about first aid declined over time. The three training model were effective at increasing first-aid knowledge but did not affect long-term knowledge retention. Video instruction may be an effective and feasible training method because it is inexpensive, and is convenient.