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An unresolved problem in university study plans?" ] ] "contieneTextoCompleto" => array:1 [ "es" => true ] "contienePdf" => array:1 [ "es" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig1" "etiqueta" => "Figura 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 1539 "Ancho" => 2369 "Tamanyo" => 170730 ] ] "descripcion" => array:1 [ "es" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Porcentaje de participantes que respondió que tenía formación en primeros auxilios y aquellos que respondieron adecuadamente a las preguntas sobre SVB.</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Cristian Abelairas-Gómez, Sergio López-García, Santiago Martínez-Isasi, Aida Carballo-Fazanes, Antonio Rodríguez-Núñez" "autores" => array:5 [ 0 => array:2 [ "nombre" => "Cristian" "apellidos" => "Abelairas-Gómez" ] 1 => array:2 [ "nombre" => "Sergio" "apellidos" => "López-García" ] 2 => array:2 [ "nombre" => "Santiago" "apellidos" => "Martínez-Isasi" ] 3 => array:2 [ "nombre" => "Aida" "apellidos" => "Carballo-Fazanes" ] 4 => array:2 [ "nombre" => "Antonio" "apellidos" => "Rodríguez-Núñez" ] ] ] ] ] "idiomaDefecto" => "es" "Traduccion" => array:1 [ "en" => array:9 [ "pii" => "S2341287919301577" "doi" => "10.1016/j.anpede.2018.10.013" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "en" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2341287919301577?idApp=UINPBA00005H" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S1695403318305149?idApp=UINPBA00005H" "url" => "/16954033/0000009100000005/v2_201911290816/S1695403318305149/v2_201911290816/es/main.assets" ] ] "itemSiguiente" => array:20 [ "pii" => "S2341287919301607" "issn" => "23412879" "doi" => "10.1016/j.anpede.2019.01.014" "estado" => "S300" "fechaPublicacion" => "2019-11-01" "aid" => "2603" "copyright" => "Asociación Española de Pediatría" "documento" => "simple-article" "crossmark" => 1 "licencia" => "http://creativecommons.org/licenses/by-nc-nd/4.0/" "subdocumento" => "crp" "cita" => "An Pediatr (Barc). 2019;91:346-8" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:2 [ "total" => 361 "formatos" => array:3 [ "EPUB" => 42 "HTML" => 266 "PDF" => 53 ] ] "en" => array:11 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Scientific Letter</span>" "titulo" => "Induced atypical absence seizures during treatment with perampanel" "tienePdf" => "en" "tieneTextoCompleto" => "en" "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "346" "paginaFinal" => "348" ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Inducción de crisis de ausencia atípica durante el tratamiento con perampanel" ] ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 3557 "Ancho" => 3175 "Tamanyo" => 1636554 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Electroencephalogram of case 3 during treatment with PER (A) and after discontinuation of PER (B).</p> <p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">The top image (A) shows the ictal tracing during one of the episodes of reduced movement and changes in facial expression, associated with continuous mild blinking occurring every 5–10<span class="elsevierStyleHsp" style=""></span>s. The tracings show a slow, high-amplitude spike-wave activity, more or less rhythmical, diffuse and with predominance of the posterior regions pattern, with abrupt onset and end. At this time, the patient was receiving PER at a dose of 2<span class="elsevierStyleHsp" style=""></span>mg/day.</p> <p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">The lower image (B) shows the interictal EEG 2 weeks later, after discontinuation of PER. The tracings reveal adequately organised wake activity, with a tendency towards slowing, without epileptiform abnormalities or asymmetries. 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"tieneTextoCompleto" => true "saludo" => "Dear Editor:" "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "344" "paginaFinal" => "345" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Cristian Abelairas-Gómez, Sergio López-García, Santiago Martínez-Isasi, Aida Carballo-Fazanes, Antonio Rodríguez-Núñez" "autores" => array:5 [ 0 => array:3 [ "nombre" => "Cristian" "apellidos" => "Abelairas-Gómez" "referencia" => array:3 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "aff0005" ] 1 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "aff0010" ] 2 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">c</span>" "identificador" => "aff0015" ] ] ] 1 => array:3 [ "nombre" => "Sergio" "apellidos" => "López-García" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">d</span>" "identificador" => "aff0020" ] ] ] 2 => array:3 [ "nombre" => "Santiago" "apellidos" 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array:7 [ 0 => array:3 [ "entidad" => "Grupo de Investigación CLINURSID, Departamento de Psiquiatría Radiología, Salud Pública, Enfermería y Medicina, Universidade de Santiago de Compostela, Santiago de Compostela, Spain" "etiqueta" => "a" "identificador" => "aff0005" ] 1 => array:3 [ "entidad" => "Facultad de Ciencias de la Educación, Universidade de Santiago de Compostela, Santiago de Compostela, Spain" "etiqueta" => "b" "identificador" => "aff0010" ] 2 => array:3 [ "entidad" => "Instituto de Investigación Sanitaria de Santiago de Compostela (IDIS), Santiago de Compostela, Spain" "etiqueta" => "c" "identificador" => "aff0015" ] 3 => array:3 [ "entidad" => "Facultad de Ciencias de Educación, Universidad Pontificia de Salamanca, Salamanca, Spain" "etiqueta" => "d" "identificador" => "aff0020" ] 4 => array:3 [ "entidad" => "Departamento de Ciencias de la Salud, Facultad de Enfermería y Podología, Universidade da Coruña, Ferrol, A Coruña, Spain" "etiqueta" => "e" "identificador" => "aff0025" ] 5 => array:3 [ "entidad" => "Servicio de Críticos y Urgencias Pediátricas, Hospital Clínico Universitario de Santiago de Compostela, SERGAS, Santiago de Compostela, Spain" "etiqueta" => "f" "identificador" => "aff0030" ] 6 => array:3 [ "entidad" => "Facultad de Enfermería, Universidad de Santiago de Compostela, Santiago de Compostela, Spain" "etiqueta" => "g" "identificador" => "aff0035" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Conocimientos en soporte vital básico del futuro profesorado de Educación Infantil y Educación Primaria. ¿Una cuenta pendiente de los planes de estudios universitarios?" ] ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 1580 "Ancho" => 2369 "Tamanyo" => 173269 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Percentage of participants that reported having training in first aid and those that correctly answered questions about BLS.</p>" ] ] ] "textoCompleto" => "<span class="elsevierStyleSections"><p id="par0005" class="elsevierStylePara elsevierViewall">Training in contents related to basic life support (BLS) should start at an early age,<a class="elsevierStyleCrossRef" href="#bib0030"><span class="elsevierStyleSup">1</span></a> with schools being the ideal setting for the purpose.<a class="elsevierStyleCrossRef" href="#bib0035"><span class="elsevierStyleSup">2</span></a> Therefore, teachers, as the agents responsible for education and training in schools, should know specific protocols to be able to teach them to the student body and to apply them in the classroom should it ever be necessary. To assess whether future teachers are ready to respond in situations where knowledge of BLS protocols is needed, we developed a questionnaire for administration to university students.</p><p id="par0010" class="elsevierStylePara elsevierViewall">The questionnaire comprised 21 close-ended questions arranged in 7 sections: (1) information about the participant; (2) previous training in first aid; (3) BLS algorithm; (4) cardiopulmonary resuscitation (CPR); (5) semiautomated external defibrillators; (6) foreign body airway obstruction (FBAO); (7) thoughts on which collectives should be trained in BLS and inclusion of first aid training in the school environment.</p><p id="par0015" class="elsevierStylePara elsevierViewall">We received responses from 395 university students enrolled in bachelor's degree programmes in early childhood education (training future teachers of children aged 0–6 years) and elementary education (training future teachers of children aged 6–12 years) (supplementary material). Of the total, 226 participants (57.2%) studied early childhood education and 169 (42.8%) elementary education, and the distribution by academic year in the training curriculum was the following: year 1, 148 participants (37.5%); year 2, 72 (18.2%); year 3, 69 (17.5%); and year 4, 106 (26.8%). More than half of the sample (64.1%) reported having knowledge of first aid, and 87 respondents (22.2%) had received this training more than 2 years ago.</p><p id="par0020" class="elsevierStylePara elsevierViewall">In our sample, 215 respondents (54.4%) declared themselves capable of assisting an unconscious person. However, only 10 (4.7%) were able to correctly organize the sequence of steps in BLS. In addition, 185 students (46.8%) considered that they were able to perform cardiopulmonary resuscitation, but only 7 (3.8%) responded correctly to all the items related to the compression-ventilation ratio and the depth and frequency of compressions in cardiopulmonary resuscitation performed on a 6-year-old. None of the participants knew the guidelines established for infants aged less than 1 year, and as many as 28 of the students (7.1%) acknowledged not knowing what a semiautomated external defibrillator is.</p><p id="par0025" class="elsevierStylePara elsevierViewall">Two students reported knowing absolutely nothing about the foreign body airway obstruction protocol. Another 235 (59.5%) responded that they would know how to handle this emergency, and 176 (74.9%) were able to state the correct order of steps in the algorithm.</p><p id="par0030" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#fig0005">Fig. 1</a> shows the percentages of participants with first aid training (64.1%), who declared they knew how to act in the event of cardiac arrest and foreign body airway obstruction, and who answered questions related to these scenarios correctly.</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0035" class="elsevierStylePara elsevierViewall">The questionnaire also asked about which collectives the respondents considered should be trained in first aid. None of the students stated that first aid training should be restricted exclusively to health care professionals or individuals with a duty to act; 87.3% considered that the entire population should be trained in first aid, and 100% that this should be a mandatory part of school curricula.</p><p id="par0040" class="elsevierStylePara elsevierViewall">Teachers are the main individuals in charge of classroom safety. Students, teachers and other staff in schools and universities are exposed to the same risks as the rest of the population.<a class="elsevierStyleCrossRef" href="#bib0040"><span class="elsevierStyleSup">3</span></a> Thus, it would be reasonable to consider whether teachers should not be a collective with the duty to act. The results of our study show that future teachers have little training in first aid.</p><p id="par0045" class="elsevierStylePara elsevierViewall">A study conducted in 81 teachers found that a 2-hour training sufficed to significantly improve the response to cardiac arrest in a simulated scenario.<a class="elsevierStyleCrossRef" href="#bib0045"><span class="elsevierStyleSup">4</span></a> Regulatory bodies should seriously consider the inclusion of theoretical and practical contents on first aid and BLS in the university curriculum for future teachers of early childhood and elementary education. According to various international campaigns and guidelines, such as Kids Save Lives,<a class="elsevierStyleCrossRef" href="#bib0050"><span class="elsevierStyleSup">5</span></a> this would guarantee the presence of at least one first responder capable to manage an emergency, in addition to allowing the possibility of training students in every school year according to their level of psychomotor development.</p></span>" "pdfFichero" => "main.pdf" "tienePdf" => true "NotaPie" => array:1 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Abelairas-Gómez C, López-García S, Martínez-Isasi S, Carballo-Fazanes A, Rodríguez-Núñez A. Conocimientos en soporte vital básico del futuro profesorado de Educación Infantil y Educación Primaria. ¿Una cuenta pendiente de los planes de estudios universitarios?. An Pediatr (Barc). 2019;91:344–345.</p>" ] ] "apendice" => array:1 [ 0 => array:1 [ "seccion" => array:1 [ 0 => array:4 [ "apendice" => "<p id="par0055" class="elsevierStylePara elsevierViewall">The following are the supplementary data to this article:<elsevierMultimedia ident="upi0005"></elsevierMultimedia></p>" "etiqueta" => "Appendix A" "titulo" => "Supplementary data" "identificador" => "sec0010" ] ] ] ] "multimedia" => array:2 [ 0 => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 1580 "Ancho" => 2369 "Tamanyo" => 173269 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">Percentage of participants that reported having training in first aid and those that correctly answered questions about BLS.</p>" ] ] 1 => array:5 [ "identificador" => "upi0005" "tipo" => "MULTIMEDIAECOMPONENTE" "mostrarFloat" => false "mostrarDisplay" => true "Ecomponente" => array:2 [ "fichero" => "mmc1.pdf" "ficheroTamanyo" => 59932 ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0015" "bibliografiaReferencia" => array:5 [ 0 => array:3 [ "identificador" => "bib0030" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "How best to teach CPR to schoolchildren: a systematic review" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:2 [ 0 => "N. 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Year/Month | Html | Total | |
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