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首页> 外文期刊>Emergency medicine journal: EMJ >Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools.
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Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools.

机译：完全基于学校教师的课程和基于混合学校教师的课程以及基于医疗保健提供者的课程在中学基础心肺复苏方面的比较。

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OBJECTIVE: To compare two teaching methodologies for PROCES (a basic cardiopulmonary resuscitation (b-CPR) programme for secondary school students): one exclusively performed by school teachers (study group) and another by a mixed team of school teachers and healthcare providers (control group). METHODS: According to their preferences, teachers chose either method and students were consequently assigned to the control or study group. All participants took a 10 multiple-choice question exam regarding b-CPR skills twice: immediately after PROCES and one year later. Eight or more correct answers was considered satisfactory learning. Results between groups were compared. Associations between satisfactory learning and some student characteristics were analysed. RESULTS: Immediately after PROCES, 442 students (219 in the study group and 223 in the control group) took the exam. The percentage of satisfactory learning was not different: 67.1% in the study group and 64.6% in the control group. Immediate satisfactory learning was related to the absence of pending subjects in the control (odds ratio (OR) 2.31, 95% CI 1.16 to 4.64) and study (OR 5.87, 95% CI 1.22 to 28.20) groups. One year later, a greater percentage of retention of b-CRP skills was detected in the study group (57.1% vs 40.6%; p = 0.01). The absence of any pending subject (OR 6.86, 95% CI 1.83 to 25.66) was independently associated with better retention in the study group, but not the control group. CONCLUSIONS: Secondary school teachers, previously trained in b-CPR, can teach these skills effectively to 14-16-year-old students using PROCES. The retention of b-CPR skills is greater with this methodology compared with a more standardised programme.
机译：目的：比较PROCES的两种教学方法（针对中学生的基本心肺复苏（b-CPR）程序）：一种由学校老师（研究组）专门执行，另一种由学校老师和医疗人员的混合团队（控制组）执行组）。方法：根据他们的喜好，教师选择其中一种方法，然后将学生分配到对照组或研究组。所有参与者都参加了两次有关b-CPR技能的10次多项选择题考试：紧接PROCES之后，一年后。八个或更多个正确答案被认为是令人满意的学习。比较各组之间的结果。分析了满意学习与某些学生特征之间的关联。结果：在紧接PROCES之后，有442名学生（研究组219名，对照组223名）参加了考试。满意学习的百分比没有变化：研究组为67.1％，对照组为64.6％。立即令人满意的学习与对照组（优势比（OR）2.31，95％CI 1.16至4.64）和研究（OR 5.87，95％CI 1.22至28.20）组中没有待定受试者有关。一年后，在研究组中发现了更高的b-CRP技能保留率（57.1％对40.6％; p = 0.01）。没有任何待定的受试者（OR 6.86，95％CI 1.83至25.66）独立地与研究组而不是对照组的较好保留有关。结论：先前接受过b-CPR培训的中学教师可以使用PROCES有效地向14-16岁的学生传授这些技能。与更标准化的计划相比，使用这种方法保留b-CPR技能的能力更大。

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