Effects of three different first-aid training methods on knowledge retention of caregivers and teachers: a randomized and longitudinal cohort study in China

F Li; J S Zhang; X Y Sheng; J L Wang; X M Shen; W P Xia; L X Shen; F Jiang

doi:10.1016/j.puhe.2019.08.021

Effects of three different first-aid training methods on knowledge retention of caregivers and teachers: a randomized and longitudinal cohort study in China

Public Health. 2020 Jan:178:97-104. doi: 10.1016/j.puhe.2019.08.021. Epub 2019 Oct 21.

Authors

F Li¹, J S Zhang², X Y Sheng³, J L Wang⁴, X M Shen⁵, W P Xia⁶, L X Shen⁷, F Jiang⁸

Affiliations

¹ Department of Developmental Behavioral Pediatric & Children Healthcare, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: lifeng@xinhuamed.com.cn.
² Department of Medical psychology, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: zhangjinsong@xinhuamed.com.cn.
³ Department of Developmental Behavioral Pediatric & Children Healthcare, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: shengxiaoyang@xinhuamed.com.cn.
⁴ Department of Developmental Behavioral Pediatric & Children Healthcare, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: wangjunli@xinhuamed.com.cn.
⁵ Department of Developmental Behavioral Pediatric & Children Healthcare, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: xmshen@shsmu.edu.cn.
⁶ Department of Medical psychology, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: xiaweiping@xinhuamed.com.cn.
⁷ Department of Developmental Behavioral Pediatric & Children Healthcare, MOE-Shanghai Key Laboratory of Children's Environmental Health, Xinhua Hospital, School of Medicine, Shanghai Jiao Tong University, 1665 Kongjiang Rd, Shanghai, 200092, China. Electronic address: shenlixiao@xinhuamed.com.cn.
⁸ Department of Developmental and Behavioral Pediatrics, Shanghai Pediatric Translational Research Institute, Shanghai Children's Medical Center, Shanghai Jiao Tong University, MOE-Shanghai Key Laboratory of Children's Environmental Health, 1678 Dongfang Rd, Shanghai, 200127, China. Electronic address: fanjiang@shsmu.edu.cn.

PMID: 31648067
DOI: 10.1016/j.puhe.2019.08.021

Abstract

Objectives: The purpose of this study was to assess the effects of pediatric first-aid training methods on caregivers' and teachers' knowledge retention.

Study design: This was a randomized longitudinal cohort study.

Methods: A stratified random sampling method was used to select 1282 caregivers and teachers with the help of local education authorities in 18 districts and 1 county of Shanghai, China. The selected caregivers and teachers were randomly allocated into groups that were exposed to 3 models of training, including an interactive training model (group A), lecture-based training model (group B), and video instruction training model (group C), for pediatric first-aid training for caregivers and teachers (PedFACTs). Before and after the training, a descriptive questionnaire composed of demographic information and 37 simple-choice questions about first aid was administered. During the follow-up, 120 caregivers and teachers from each of the three methods were randomized and retested 9 months after their training and 120 caregivers and teachers were randomly reselected in each of the three methods and retested 4 years after their training.

Results: Immediately after training, there was a significant difference in the postassessment results between groups A and B (P = 0.002) as well as between groups A and C (P < 0.001). The average interactive training model score was the highest, followed by the instruction training model and video instruction training model. There was no significant difference among the three groups in the reassessment scores at 9 months and 4 years after training (P = 0.744, P = 0.595). The difference in passing the assessment among the three groups at 9 months or 4 years after training was not maintained at a significant level.

Conclusion: The three training methods did not affect knowledge retention of the caregivers and teachers at nine months or four years after training completion. Video instruction may be an effective, convenient, and feasible method to train caregivers and teachers.

Keywords: Caregivers and teachers; Knowledge retention; Pediatric first aid; Training.

Publication types

Randomized Controlled Trial

MeSH terms

Adult
Caregivers / education*
Caregivers / psychology*
Caregivers / statistics & numerical data
Child
China
Female
First Aid*
Health Knowledge, Attitudes, Practice*
Humans
Longitudinal Studies
Male
Program Evaluation
School Teachers / psychology*
School Teachers / statistics & numerical data
Surveys and Questionnaires
Teacher Training / methods*