Original articleTraining adult laypeople in basic life support. A systematic reviewFormación de población adulta lega en soporte vital básico. Una revisión sistemática
Section snippets
INTRODUCTION
Bystander basic life support (BLS) is a well-known critical factor to improve prognosis of out-of-hospital cardiac arrest.1 The acknowledged role of education in overcoming knowledge and psychological barriers in this regard has placed laypeople BLS training in a priority position in clinical practice guidelines.2, 3 Over the last decades, increasing interest in this field has been reflected in a growing number of studies reporting different BLS training approaches targeted at citizens,
METHODS
We conducted a comprehensive search of the scientific literature in MEDLINE (PubMed), using a combination of MeSH terms and free text words (Appendix 1 of the supplementary data). The initial literature search was performed on January 2018 and was updated until July. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) recommendations were followed in this systematic review.4
Our PICO (Population, Intervention, Comparison, Outcomes)5 question was as follows: “Among
Type of Studies and Participants’ Characteristics
The initial search retrieved 1247 abstracts and 16 additional studies were identified by checking the list of references (Figure 1). Twenty-seven studies were finally included, with characteristics detailed in Table 1. Ten were individually randomized controlled trials and the sample size ranged from 12 to 450 participants. There was marked participation of University students (n = 11), particularly of first-year health care-related degrees and Education Sciences, and a lesser presence of
DISCUSSION
The markedly heterogeneous nature of the studies included in this systematic review hampered data pooling and the establishment of definitive recommendations on the optimal strategy to train adult laypeople in BLS. However, there was an apparent advantage of instructor-led methods, with hands-on practice, supported by real-time feedback. Retraining enhanced skill retention, especially if this was frequent and included hands-on practice, but was only reported in 2 studies.
Regarding study
CONCLUSIONS
A systematic review of strategies to train laypeople in BLS was not able to define the gold standard method, given the wide heterogeneity of contents, methods, assessment tools, and variables that precluded the establishment of definitive conclusions. The simplicity of BLS protocols, intended to reach the entire population, allowed a wide diversity of training approaches to obtain positive results to some extent in the short-term. However, instructor-led methods with hands-on feedback-supported
CONFLICTS OF INTEREST
None declared.
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