| Background:In the process of saving a life of pre-hospital patient with sudden cardiac arrest, basic life support (BLS) technique performed by layperson plays an important role in improving survival rate. Whether the patient was saved successfully, depends on the efficient and widespread public cardiopulmonary resuscitation (CPR) training and well organized public access defibrillation (PAD) programs. Although continuous quality improvement of emergency response system in China, some deficiencies of public first aid training still exists, such as lack of popularity of related knowledge, shortage of practice with non-standardized training, low survival rate of out-of-hospital cardiac arrest (OHCA). In this study, employees of large scale enterprises regarded as study subjects, it respectively adopted the AHA interactive teaching method and traditional one for BLS training, comparing on the effect upon knowledge, skill performance and retention.Objective:Actively explore the effective training methods for basic life support, in order to improve public access to the actual BLS skills and skill retention before enhancing training, to achieve the goal of improving staff resuscitation skill against OHCA in large scale enterprises. Methods:362 Volunteers (Age≥18, medical staff has been excluded) enrolled from petroleum, chemical and medical device industries were divided into three groups by cluster randomly sampling method. The first group utilized interactive teaching method according to 2010 updated AHA guideline, the second group utilized interactive teaching method according to 2005 AHA guideline, and the last group utilized traditional teaching method according to 2005 AHA guideline (control group). It took different approaches to deliver BLS training and evaluate the theory test outcome. Meanwhile the three groups will be randomly selected again from the beginning, to evaluate skill performance during different training stages. The study applied the chi-square test and logistic regression analysis in data processing and analyzing.Results:After 3 hours entire courses, evaluation score (total score 20)of the interactive teaching group and traditional one with guideline 2005 shows: interactive teaching methods of the 2005 (n=121) group scored 17.41±1.99 which was better than the control group (n=120) which scored 16.51±2.1(P<0.01). One month later, before refresh training,2005 group scored 15.54±2.00 which was better than the control group's score 11.13±2.56 (P<0.01), but there was no significant difference on theory test outcome between 2005 group which had a short 30min Vedio refresh training and control group had a whole 3 hours interactive one. The theory test passing rate is related to training method and education level. After initial training, interactive teaching group's skill indexes were much better than the control. However, in having an emergency phone call after identifying patient, and time spent to complete AED operation, there was no significant difference. Performance evaluation before one month refresh training including the call partner to obtain AED and ventilation skill, interactive teaching group was much better than the control group. CPR skill retention outcome of the two interactive teaching group (2005 and 2010) were acceptable, but some of the skill index were weaken. The initiation of chest compression was significant delayed after training,2010 group delayed from 56.1±8 s to 65.5±8.6 s(P<0.01), and 2005 group delayed from 75.6±16.7s to 85.9±17.0s(P<0.01). The traditional teaching group increased from a lower level 93.9±18.0 to 102.3±13.2(P<0.01). On contrary, the AED skill improved significantly(P<0.01).Conclusion:For knowledge and skill evaluation, interactive teaching method is much better than traditional teaching method. Skill retention of the BLS training course participants deteriorating over time which indicates refresh training course is necessary. In chest compression quick start,2010 group's training effect preceded 2005 group. |
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