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首页> 外文期刊>BMC Medical Education >Learning by teaching basic life support: a non-randomized controlled trial with medical students
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Learning by teaching basic life support: a non-randomized controlled trial with medical students

机译：通过教学基本生活支持来学习：与医学生一起进行的非随机对照试验

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Cardiopulmonary resuscitation is usually taught in universities through theoretical lectures and simulations on mannequins with low retention of knowledge and skills. New teaching methodologies have been used to improve the learning, placing the student at the center of the process. Likewise, the outside community knows next to nothing about cardiopulmonary resuscitation. Patients who have an out-of-hospital cardiac arrest will die if the effective maneuvers are not promptly done. Learning by teaching could be a way to answer both requirements. It was therefore decided to evaluate whether the medical students’ cardiopulmonary resuscitation performance would improve when they teach other people, and if those people could learn with them effectively. A non-randomized controlled trial was designed to assess whether teaching Basic Life Support would increase students’ learning. Socially engaged, seeking to disseminate knowledge, 92 medical students were trained in Basic Life Support and who subsequently trained 240 community health professionals. The students performed theoretical and practical pre- and post-tests whereas the health professionals performed theoretical pre- and post-tests and one practical test. In order to assess the impact of teaching on students’ learning, they were divided into two groups: a case group, with 53 students, reassessed after teaching health professionals, and a control group, with 39 students, reassessed before teaching. The practical students’ performance of the case group went from 13.3?±?2.1 to 15.3?±?1.2 (maximum?=?17, p??0.001) and theoretical from 10.1?±?3.0 to 16.4?±?1.7 (maximum?=?20, p??0.001) while the performance of the control group went from 14.4?±?1.6 to 14.4?±?1.4 (p?=?0.877) and from 11.2?±?2.6 to 15.0?±?2.3 (p??0.001), respectively. The theoretical performance of the health professionals changed from 7.9?±?3.6 to 13.3?±?3.2 (p??0.001) and the practical performance was 11.7?±?3.2. The students who passed through the teaching activity had a theoretical and practical performance superior to that of the control group. The community was able to learn from the students. The study demonstrated that the didactic activity can be an effective methodology of learning, besides allowing the dissemination of knowledge. The University, going beyond its academic boundaries, performs its social responsibility.
机译：通常在大学中通过关于人体模型的理论讲座和模拟教学来进行心肺复苏，而对这些知识和技能的保留却很少。新的教学方法已被用来改善学习，使学生处于过程的中心。同样，外部社区对心肺复苏几乎一无所知。如果不及时采取有效措施，院外心脏骤停的患者将死亡。通过教学学习可以满足这两个要求。因此，决定评估医学生在教别人时是否会提高他们的心肺复苏性能，以及这些人是否可以与他们一起有效学习。设计了一项非随机对照试验，以评估“基本生活支持”的教学是否会增加学生的学习能力。通过参与社会活动，寻求传播知识，对92名医学生进行了基本生活支持培训，随后又培训了240名社区卫生专业人员。学生进行理论和实践的前测和后测，而卫生专业人员进行理论和实验前测和后测和一项实践测验。为了评估教学对学生学习的影响，将他们分为两组：一个案例组，有53名学生，在对健康专业人员进行教学后进行了重新评估;一个对照组，有39名学生，在教学前进行了重新评估。案例组的实践学生表现从13.3±2.1增至15.3±1.2（最大值= 17，p <0.001），理论上从10.1±3.0增至16.4±1.7（1.6最大值？=？20，p？<？0.001），而对照组的表现从14.4？±？1.6降至14.4？±？1.4（p？=？0.877），从11.2？±？2.6至15.0？±分别为≤2.3（p≤＜0.001）。卫生专业人员的理论表现从7.9±3.6改变为13.3±3.2（p <0.001），实际表现为11.7±3.2。通过教学活动的学生的理论和实践成绩均优于对照组。社区能够向学生学习。研究表明，教学活动除了可以传播知识外，还可以是一种有效的学习方法。大学超越其学术界限，履行其社会责任。

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