Knowledge and attitudes of Vietnamese high school students towards cardiopulmonary resuscitation: Results from a pilot student-led cross-country bystander training workshop

Abstract

Objectives: This is a first-of-its-kind cross-country collaboration between medical students from Singapore and Vietnam in conducting a cardiopulmonary resuscitation (CPR) workshop for Vietnamese high school students. Our objective was to assess the effectiveness of CPR training in improving students’ knowledge and attitudes towards CPR. Methods: The CPR workshop was conducted using active learning methods, including interactive lecture session, games, small group demonstration and hands-on practice on the mannequin. Knowledge and attitudes towards CPR were studied using a standardised questionnaire administered at three time points: before the workshop (TP1), immediately after the workshop (TP2) and three months after the workshop (TP3). Results: There was an improvement in the median knowledge score from 6.5/14 at TP1 to 13/14 at TP2 ( p<0.001) which was sustained at TP3 (10/14). Willingness and confidence in performing CPR on strangers increased from TP1 to TP2. From TP2 to TP3, however, there was a decrease in willingness to perform CPR on all groups, though confidence in performing CPR remained high at TP3. The most-cited concern about performing CPR was a lack of skills and knowledge. Most participants picked formal training courses to increase confidence in performing CPR. Conclusions: The CPR training was effective in improving the knowledge and attitudes of high school students towards CPR. Our study supports expanding this workshop to train more students in basic cardiac life support in the community and further collaboration internationally between medical schools in order to increase the number of students in the community competent in performing CPR.

Outcomes of medical students training schoolchildren of ages 13–18 in cardiopulmonary resuscitation: A systematic review

“…There were nine studies in which 1401 high school participants, aged 13–17 years, were trained in CPR by medical students. 18 , 19 , 24 , 26 , 33 , 34 , 35 , 36 The interventions were consistent; in that all schoolchildren received direct instruction from the medical students, despite some variability in the medical students’ level of experience in teaching.…”

“…Where outcomes related to schoolchildren, eight studies measured confidence (Kirkpatrick Level 1b), knowledge (Kirkpatrick Level 2b) and skills (Kirkpatrick Level 2c) gained by the students post-training. 18 , 19 , 24 , 26 , 33 , 34 , 35 , 36 Two studies measured outcomes for medical students as CPR instructors, with the focus on professional practice skills (Kirkpatrick Level 2c) and CPR technical skills (Kirkpatrick Level 2c). 27 , 29 One study measured outcomes for both schoolchildren and medical students, namely confidence and theoretical knowledge in CPR (Kirkpatrick Levels 1b and 2b) for schoolchildren and confidence in professional practice outcomes (Kirkpatrick Level 1b) for medical students.…”

“…Three studies which assessed confidence of schoolchildren (Kirkpatrick Level 1b) in performing CPR post-training found positive results. 24 , 25 , 26 One of these three studies further measured schoolchildren’s perceived willingness to perform CPR on certain people such as friends, family members and strangers, 26 and found a positive correlation between willingness to perform CPR and confidence post-training. Only one study conducted by Haseneder et al.…”

“…Seven studies compared post-intervention (immediate or within 2-weeks) (t 1 ) theoretical knowledge (Kirkpatrick Level 2b) with pre-intervention (t 0 ), and all showed statistically significant improvement. 19 , 24 , 25 , 26 , 33 , 34 , 35 Only two studies explored the retention of theoretical knowledge through follow-up assessments at 6–9 months post-intervention (t 2 ). 24 , 35 The findings were contradictory – one study showed that the schoolchildren had good retention of information after 9-months, 24 but the other found that retention was poor at 6-months post-intervention.…”

“…An alternate option is to involve medical students in CPR-instructor roles as a form of near-peer learning. Current literature suggests that medical students are as effective as physicians in teaching basic life support to schoolchildren, 22 , 23 with benefits thought to be bi-directional – children acquire CPR skills and confidence, 24 , 25 , 26 whilst medical students improve their own CPR skills 27 , 28 in addition to developing important soft skills such as teaching, mentorship and communication. 25 , 27 , 29 …”