Learning to use semiautomatic external defibrillators through audiovisual materials for schoolchildren
Jorge-Soto, C.; Abelairas-Gómez, C.; Barcala-Furelos, R.; Gregorio-García, C.; Prieto-Saborit, J.é A.; Rodríguez-Núñez, A.
Emergencias Revista de la Sociedad Espanola de Medicina de Emergencias 28(2): 103-108
2016
ISSN/ISBN: 2386-5857 PMID: 29105431 Document Number: 690765
To assess the ability of schoolchildren to use a automated external defibrillator (AED) to provide an effective shock and their retention of the skill 1 month after a training exercise supported by audiovisual materials. Quasi-experimental controlled study in 205 initially untrained schoolchildren aged 6 to 16 years old. SAEDs were used to apply shocks to manikins. The students took a baseline test (T0) of skill, and were then randomized to an experimental or control group in the first phase (T1). The experimental group watched a training video, and both groups were then retested. The children were tested in simulations again 1 month later (T2). A total of 196 students completed all 3 phases. Ninety-six (95.0%) of the secondary school students and 54 (56.8%) of the primary schoolchildren were able to explain what a SAED is. Twenty of the secondary school students (19.8%) and 8 of the primary schoolchildren (8.4%) said they knew how to use one. At T0, 78 participants (39.8%) were able to simulate an effective shock. At T1, 36 controls (34.9%) and 56 experimental-group children (60.2%) achieved an effective shock (P< .001). At T2, 53 controls (51.4%) and 61 experimental-group children (65.6%) gave effective shocks (P=.045). All the students completed the tests in 120 seconds. Their average times decreased with each test. The secondary school students achieved better results. Previously untrained secondary school students know what a AED is and half of them can manage to use one in simulations. Brief narrative, audiovisual instruction improves students' skill in managing a SAED and helps them retain what they learned for later use. Valorar la capacidad de los escolares para simular una descarga efectiva con un desfibrilador externo semiautomático (DEA) y la retención de la habilidad al mes tras una actividad formativa basada en un video. Estudio cuasiexperimental con grupo control en 205 escolares de 6 a 16 años sin formación previa. Se realizaron simulaciones con maniquíes y DEA. En una fase inicial (T0) los sujetos realizaron un test basal de competencia. En la fase 1 (T1) se aleatorizaron los grupos experimental (GE) y control (GC); el GE visualizó el video formativo y ambos grupos fueron evaluados. Un mes después se reevaluaron ambos grupos (T2). Ciento noventa y seis participantes completaron las 3 fases, 96 (95,0%) alumnos de secundaria y 54 (56,8%) de primaria supieron decir qué es un DEA, 20 (19,8%) de secundaria y 8 (8,4%) de primaria afirmaron saber usarlo. En T0, 78 (39,8%) participantes consiguieron simular una descarga efectiva; en T1, 36 (34,9%) del GC y 56 (60,2%) del GE (p < 0,001); en T2 53 (51,4%) del GC y 61 (65,6%) del GE (p = 0,045). Todos completaron las pruebas en menos de 120 segundos y el tiempo medio fue menor en cada test. Los alumnos de secundaria obtuvieron mejores resultados. Los escolares de secundaria sin formación previa saben qué es un DEA y la mitad es capaz de utilizarlo en un escenario simulado. Una formación basada en un video narrativo breve mejora la capacidad de los escolares para manejar un DEA y retener dicha habilidad un mes después.