This study is an attempt to see if simplifying the teaching of basic life support leads to better skill acquisition and retention.
Forty-eight lay volunteers received instruction in CPR ; 24 were taught the standard 8-step sequence whereas 24 were taught a simplified 4-step sequence.
Tests of performance were carried out on a manikin before and after training.
Those in the 4-step group were significantly better than those in the 8-step group at remembering the sequence of skills immediately after training (P=0.04), 1 week later (P<0.001) and at 6 weeks (P<0.001).
Twenty-three out of the 24 volunteers in the 4-step group got the sequence completely correct each time they were tested, in contrast to only 2 out of the 24 in the 8-step group.
There was no difference, however, in the quality of performance of the skills between the two groups.
In addition, it was shown that use of the 4-step sequence should result in a useful reduction in the time taken before a rescuer calls for the emergency services and commences CPR.
Whether such a radical change in teaching should be introduced is a matter for further discussion and research.
Mots-clés Pascal : Réanimation, Cardiopulmonaire, Programme éducatif, Enseignement, Acquisition connaissance, Royaume Uni, Europe, Etude comparative, Education santé, Méthode, Homme
Mots-clés Pascal anglais : Resuscitation, Cardiopulmonary, Educational schedule, Teaching, Knowledge acquisition, United Kingdom, Europe, Comparative study, Health education, Method, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 98-0207463
Code Inist : 002B30A03A. Création : 11/09/1998.