A Six-Year Learning by Teaching Life Supportive First Aid Program to Generate Peer Trainer Pupils. A Prospective Case Control Study

Abstract

Abstract Background Out of hospital cardiac arrest is a life-threatening condition. To improve the chances of survival, lay-person cardio-pulmonary-resuscitation (CPR) is a crucial factor. Many bystanders, fail to react appropriately, even if programs and campaigns tried to increase the handling of basic cardiac life support. To achieve an improved appreciation and learning of CPR, a pupil’s repetitive self “learning by teaching” program was established. Methods The appreciation and learning of CPR was investigated in a prospective, case-controlled study at an international school. Pupils (12 ±3 years old) joining CPR courses (n =538, female: 243, attendance for evaluation: 476) were compared to a control group (n =129, female: 52, attendance for evaluation: 102). Surveys and quality of CPR (QCPR%) through a computer linked “Resusci Anne” dummy were compared with Chi-squared tests, t-tests pair wisely, and by one-way ANOVA. Results Knowledge and skills on the “Resusci Anne” were significant better in trained grade 9 pupils compared to the control group (QCPR, 59 vs 25%). The number of courses each grade 9 student had, correlated with improved practical performance (r2 =0.21, p <0.001). The willingness to deliver CPR to strangers increased with improved practical performance. Attitudes of gained knowledge, performance of CPR, and appreciation of this topic were high in all participating grades. Conclusion This program confirms the opportunity to successfully establish a new self-running system of school-based pupil’s repetitive “learning by teaching” life-supporting first aid courses with no running costs and to create pupils as peer teachers.