Training basic life support (BLS) to school students would probably be the most cost-effective way to disseminate and propagate the knowledge and skills of CPR to the public. Hence this will increase the number of potential CPR providers thus increase the bystander rates. Little is known whether the different level of BLS trainers will effectively deliver the knowledge and technique of BLS to the school children.
For this reason, we would like to compare the teachers and the BLS providers as a trainer in the acquisition and retention of BLS knowledge and skills among secondary school students in Klang Valley, Malaysia.
50 students were divided into two groups, teacher group, and BLS TST group. They were subjected to knowledge and psychomotor test at three stages; baseline, post-intervention, and retention at three months post-CPR training.
Immediate post-training, students in teacher group showed a high increase in knowledge comparable to BLS TST group (median score difference 3 vs. 2, p >0.05) and psychomotor skill (median score difference 5 vs. 7, p <0.05). The level of knowledge and skills decreased slightly after three months but remained significantly higher than at baseline for both groups.
Majority of this young generation in Kuala Lumpur did not have an acceptable level of knowledge and skills on CPR. However, teachers can provide CPR training to their students as effective as medical students. The students not only acquired knowledge and psychomotor skills post training but able to retain them at three months. Therefore, CPR training should be recommended to all secondary school students in Malaysia.
cardiopulmonary resuscitation, basic life support, school children
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