Educational Effects of Traditional Classroom Instruction and Video Self-instruction (VSI) for Cardiopulmonary Resuscitation(CPR) in Boy's High School Students

2011 ◽  
Vol 36 (1) ◽  
pp. 13-24
Author(s):  
Sang-Sub Park ◽  
Hong-Seok Baek ◽  
Ju-Yeong An
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Classroom Instruction ◽  
Traditional Classroom ◽  
School Students ◽  
Traditional Classroom Instruction ◽  
Self Instruction

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

scholarly journals Cardiopulmonary resuscitation skill training and retention in teens (CPR START): A randomized control trial in high school students

2021 ◽  
Vol 5 ◽  
pp. 100079
Author(s):  
Haamid Chamdawala ◽  
James A. Meltzer ◽  
Viswanathan Shankar ◽  
Dina Elachi ◽  
Shannon M. Jarzynka ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Randomized Control Trial ◽  
Skill Training ◽  
School Students ◽  
Randomized Control

THE ATTITUDE OF JAPANESE HIGH SCHOOL STUDENTS TOWARD BYSTANDER CARDIOPULMONARY RESUSCITATION.

2006 ◽  
Vol 34 ◽  
pp. A117
Author(s):  
Wataru Omi ◽  
Takumi Taniguchi ◽  
Hideo Inaba ◽  
Masayuki Takamura ◽  
Shuichi Kaneko
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
School Students ◽  
Bystander Cardiopulmonary Resuscitation

scholarly journals Training in cardiopulmonary resuscitation provided by medical students, residents and specialists: A non-inferiority trial

2017 ◽  
Vol 25 (1) ◽  
pp. 20-26 ◽  
Author(s):  
Dan Sebastian Dîrzu ◽  
Natalia Hagău ◽  
Theodor Boț ◽  
Loredana Fărcaș ◽  
Sanda Maria Copotoiu
Keyword(s):  
High School ◽  
Intensive Care ◽  
High School Students ◽  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Chest Compression ◽  
Life Support ◽  
School Students ◽  
Definitive Answer ◽  
Resuscitation Training

Introduction: No definitive answer has been given to the question ‘who should teach cardiopulmonary resuscitation?’ Healthcare professionals and high school teachers are mostly the trainers, but medical students are increasingly being used for this purpose. Methods: We divided 296 high school students in three groups based on trainer professional level. Medical students, anaesthesia and intensive care residents, and anaesthesia and intensive care specialists provided basic life support training. We tested their theoretical knowledge with the help of a multiple-choice question questionnaire and practical abilities with the help of a medical simulator, recording chest compression frequency as the primary outcome parameter. Results: The study shows comparable results in all groups, with the exception of the chest compression frequency which was higher in the students’ and residents’ groups (students: 134.7/min ± 14.1; residents: 137.9/min ± 15.9; specialists: 126.3/min ± 19.3). Increased rates were not associated with lower depths (39.0 mm ± 8.2, 40.5 mm ± 9.7, and 38.1 mm ± 8.2), so the quality of compressions provided may be seen as equivalent in all the study groups. Conclusion: Our data suggest that medical students may be as effective as anaesthesia and intensive care specialists and residents in cardiopulmonary resuscitation training.

Mapping the Inequity Implications of Help-Seeking in Online Credit-Recovery Classrooms

2019 ◽  
Vol 121 (11) ◽  
pp. 1-40
Author(s):  
Jennifer Darling-Aduana ◽  
Annalee Good ◽  
Carolyn J. Heinrich
Keyword(s):  
High School ◽  
High School Students ◽  
Low Income ◽  
Help Seeking ◽  
Credit Recovery ◽  
Traditional Classroom ◽  
Classroom Behaviors ◽  
Time Data ◽  
School Students ◽  
Instructor Support

Background Expectations that students should request assistance from teachers when needed, a set of classroom behaviors termed “help-seeking,” have the potential to contribute to inequitable access to quality learning experiences in traditional classroom settings. Purpose This study extends current literature by mapping the nature of help-seeking interactions between students and teachers in online high school credit-recovery classrooms, where the implications of help-seeking have yet to be examined systemically. Research Design Drawing on qualitative and quantitative analysis of data collected from the 2014–2015 through 2016–2017 school years in a large, urban school district serving predominantly low-income student of color, we identify patterns in these interactions and their implications for disparities in academic opportunities. Findings We find that few of the high school students enrolled in online credit-recovery courses had access to consistent, constructive interactions in instructional spaces, even though most students required instructor support to obtain full access to the learning environment. Our observations point to disparate access to quality educational experiences in online credit-recovery labs that mirror those documented by others in traditional classroom settings. Conclusions Based on these findings, we identify strategies to support more equitable learning in online courses including explicit expectations and proactive assistance to students as well as the use of real-time data by teachers, lower student-teacher ratios, and assigning teachers certified in course subjects to improve educational quality.

Abstract 22: When Laws Save Lives: Impact of Legislation Requiring Cardiopulmonary Resuscitation Education in High Schools on Survival After Sudden Cardiac Arrest

Circulation ◽  
2018 ◽  
Vol 138 (Suppl_2) ◽  
Author(s):  
Victoria L Vetter ◽  
Katherine F Dalldorf ◽  
Joseph Rossano ◽  
Maryam Y Naim ◽  
Andrew C Glatz ◽  
...  
Keyword(s):  
High School ◽  
Cardiac Arrest ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Hospital Discharge ◽  
Cerebral Performance Category ◽  
School Education ◽  
High School Education ◽  
School Students ◽  
Bystander Cpr

Introduction: Thirty eight states have laws requiring education of high school students on cardiopulmonary resuscitation (CPR) and the use of automated external defibrillators (AED). No study has measured the association of these laws and outcomes. Hypothesis: Out of hospital cardiac arrests (OHCAs) occurring in states with CPR high school education laws will have higher bystander CPR, survival, and favorable neurological survival than states without such laws. Methods: We conducted an analysis of the Cardiac Arrest Registry to Enhance Survival database and included all nontraumatic OHCAs with at least 50% population catchment from 1/2013-12/2017 in all ages. We excluded OHCAs witnessed by 911 responders, in healthcare facilities, or nursing homes. Outcomes were bystander CPR, survival to hospital discharge and neurologically favorable survival (Cerebral Performance Category score of 1 or 2 at hospital discharge). Chi-square tests were used to assess associations. Results: The 110,902 subjects with OHCA included Male, 64.0%; <18 yrs., 3.2%; <35 yrs., 10.7%; <50 yrs., 23.9%; White, 49.3%; Black, 19.1%; Hispanic, 2.3%; Other, 2.9%; Unknown, 26.5%. Most OHCAs occurred at home, 81.4%. 44.4% were witnessed by bystanders. 75.5% occurred in states with CPR high school education laws. A higher percent of OHCAs received bystander CPR prior to emergency medical services (EMS) arrival in states with CPR high school education laws (40.1%) compared to states without laws (37.0%) (p<0.001). Bystander CPR was less common in males (40.3% vs. 37.7% for females), those >50 yrs. (38.9% vs. 40.7% for ≤50 yrs.), Black and Hispanic subjects (25.7% and 34.9%, respectively, vs. 42.4% for Whites) (p<0.001 for all). Overall survival to hospital discharge was 10.4%; 8.8% had a favorable neurological outcome. A higher percent survived to hospital discharge in states with CPR high school education laws (11.0%) compared to states without laws (8.7%) (p<0.001). Neurologically favorable survival was more likely in states with CPR high school education laws, (9.3%) compared to states without laws (7.5%) (p<0.001). Conclusions: Bystander CPR, survival to hospital discharge, and neurologically favorable survival was higher in states that had CPR high school education laws.

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