Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study. Issue 4 (16th February 2019)

• Record Type: Journal Article
• Authors: Haseneder, Rainer; Skrzypczak, Matthias; Haller, Bernhard; Beckers, Stefan K; Holch, Julia; Wank, Christina; Kochs, Eberhard; Schulz, Christian M
• Is Part Of: Emergency medicine journal. Volume 36:Issue 4(2019)
• Page Start: 239
• Page End: 244
• Publication Date: 2019-02-16
• Subjects: education -- pre-hospital -- resuscitation -- resuscitation, training -- teaching; Emergency medicine -- Periodicals; 616.02505
• DOI: 10.1136/emermed-2018-207923
• Languages: English
• ISSNs: 1472-0205

Abstract

Abstract : Introduction: To increase the rate of bystander resuscitation, basic life support (BLS) training for schoolchildren is now recommended on a broad level. However, debate continues about the optimal teaching methods. In this study, we investigated the effects of a 90 min BLS training on female pupils' BLS knowledge and self-confidence and whether learning outcomes were influenced by the instructors' professional backgrounds or test-enhanced learning. Methods: We conducted a cluster randomised, longitudinal trial in a girls' grammar school in Germany from 2013 to 2014. Pupils aged 10–17 years were randomised to receive BLS training conducted by either emergency physicians or medical students. Using a multiple-choice questionnaire and a Likert-type scale, BLS knowledge and self-confidence were investigated before training (t0 ), 1 week (t1 ) and 9 months after training (t2 ). To investigate whether test-enhanced learning influenced learning outcomes, the questionnaire was administered 6 months after the training in half of the classrooms. The data were analysed using linear mixed-effects models. Results: The study included 460 schoolchildren. BLS knowledge (mean number of correct answers) increased from 5.86 at t0 to 9.24 at t1 (p<0.001) and self-confidence (mean score on the Likert-type scale) increased from 8.70 at t0 to 11.29 at t1 (p<0.001). After 9 months, knowledge retention was good (8.94 at t2 ; p=0.080 vs t1 ), but self-confidence significantly declined from t1 to 9.73 at t2 (p<0.001). Pupils trained by medical students showed a slight but statistically significant greater increase in the knowledge at both t1 and t2, whereas instructors' background did not influence gain or retention of self-confidence. Retesting resulted in a marginally, non-significantly better retention of knowledge. Conclusions: BLS training led to short-term gains in knowledge and self-confidence. Although knowledge was retained at 9 months after the training session, self-confidence significantly decreased. Interim testing did not appear to impact retention of knowledge or self-confidence. Medical students should be considered as instructors for these courses given their favourable learning outcomes and greater availability.