Abstracts / Resuscitation 85S (2014) S15–S121 S61

instructor led group. For the retention test this results were 58.3%,45.9% and 82.7%. Four items (safety, call for help, CPR delivered andaverage frequency class) remained significant different betweenthe groups, in favour for the instructor led group.

Conclusions: The test results showed that the instructor-ledtraining was superior to both web based training methods. Self-training cannot yet be recommended as an alternative trainingmethod.

References

1. https://www.erc.edu/index.php/statistics/en/.2. Soar J, Monsieurs KG, Balance JHW, et al. European Resuscitation Council Guide-

lines for Resuscitation 2010 Section 9. Principles of education in resuscitation.Resuscitation 2010;81:1434–44.

3. Roppolo LP, Pepe PE, Campbell L, et al. Prospective, randomized trial of theeffectiveness and retention of 30-min layperson training for cardiopulmonaryresuscitation and automated external defibrillators: the American Airlines Study.Resuscitation 2007;74:276–85.

4. De Vries W, Handley AJ. A web-based micro-simulation program for self-learningBLS skills and the use of an AED. Can laypeople train themselves without amanikin? Resuscitation 2007;75:491–8.

5. De Vries W, Turner NM, Monsieurs KG, Bierens JJ, Koster RW. Comparison ofinstructor-led automated external defibrillation training and three alternativeDVD-based training methods. Resuscitation 2010;81:1004–9.

http://dx.doi.org/10.1016/j.resuscitation.2014.03.153

AP105

Profile of educational institutions and teachersinterested in learning CPR to teach in theirschools

Diego Reyero Diez, Clint Jean Louis ∗, CarlosBeaumont Caminos, José Roldan Ramirez, BernabeFernandez Esain, Fermina Beramendi Garciandia

Navarra Health Services, Pamplona, Spain

Purpose of study: To investigate the profile of educational insti-tutions and teachers who show interest in a CPR training course tospread CPR knowledge in their centres in Navarra, Spain.

Material and methods: a free CPR training program to enableteachers to spread CPR knowledge in their schools was offeredto all types of educational institutions, at all levels (from kinder-garten to secondary) and to any teacher interested. After training,teachers carried out a project in their institutions. Didactic mate-rial and manikins were available on a free rental basis. Teachersreported the type of educational centre they belonged to, the levelof students they taught and their area of expertise.

Results: A 190 teachers from 176 educational institutions par-ticipated in one of 7 courses offered between September 2011 andJune 2013. 90% were public schools, the rest charter or private. 70%of the schools were located in urban centres (>10,000 inhabitants);17% small urban (between 3000 and 10,000 inhabitants) and 13% inrural towns (<3000 inhabitants). Training projects were observedfrom kindergarten up to secondary level. Kindergarten training wasdirected mainly to colleagues and parents, while throughout pri-mary and secondary schools, mainly students were trained (94%).Early primary school students were taught basic skills like identi-fying the emergency number (112), and with age more conceptswere gradually introduced until full CPR training was given from10 to 11 years. Teacher area of expertise varied: physical education(64%), biology and health sciences (13%), language 2%; chemistry,mathematics, religion, physics accounted for 2%; Teachers frompolytechnics (electronics, mechanics) made up 19%. Other partic-ipants included hair dressing schools, the official art school andinstitutions for children with special needs.

Conclusions: There is an interest for CPR training throughoutthe educational framework and among teachers from different

backgrounds. Gradual age adjusted CPR training can be introducedin schools from early primary school.

Further reading

1. Colquhoun M. Learning CPR at school-everyone should do it. Resuscitation2012;83:543–4.

2. Plant N, Taylor K. How best to teach CPR to school children: a systematic review.Resuscitation 2013;84:415–21.

http://dx.doi.org/10.1016/j.resuscitation.2014.03.154

AP106

Instructional quality of official lay BLS courses:Do instructors foster self-confidence ofparticipants?

Jan Breckwoldt 1,∗, Patrick Wagner 2,Hans-Richard Arntz 2

1 University of Zurich, Zurich, Switzerland2 Charité – Medical University of Berlin, Berlin,Germany

Introduction: ILCOR guidelines strongly advocate CPR trainingfor the lay public. However, many lay bystanders still do not startCPR in real life cardiac arrest (CA), although having attended BLScourses. Amongst other reasons, this could be attributed to thequality how psychomotor skills and attitudes are taught. Therefore,the objective of this study was to analyse the instructional qualityin lay BLS courses.

Methods: 20 randomly chosen BLS courses were prospectivelyevaluated by “undercover” participating observation. In partic-ular, it was studied whether (a) severe standardised mistakesconducted by the participating observer were corrected by instruc-tors, whether (b) instruction was “meaningful” (i.e. relevancewas explained from a learner’s perspective, practice phases wereattributed in a positive way, and fear of mistakes was effectivelyreduced), and whether (c) teaching contents were correct. Forquantification, 5-point Likert scales were used, ranging from -2(“very poor”) to +2 (“excellent performance”).

Results: Of the standardised mistakes conducted by the par-ticipating observer 35% (14/40) were not corrected by instructors.Average scores for “Explaining course relevance from a learner’sperspective” were <minus> −1.1 (range: −2.0 to 1.0), for “Positiveattribution of practice phases” <minus> −1.2 (range −2.0 to 2.0),and for “Reducing fear of making mistakes” <minus> −0.9 (−2.0 to1.0). Five instructors gave grossly incorrect information with thepotential to deter participants from starting CPR.

Discussion: In a substantial proportion of the BLS coursesobserved, instructional quality (for psychomotor skills and atti-tudes) was not sufficient. Thus, improvement of instructor trainingmay be a key to raise bystander CPR rates.

http://dx.doi.org/10.1016/j.resuscitation.2014.03.155

AP107

Peer assessment of resuscitation skills bysecondary school teachers

Clint Jean Louis ∗, Diego Reyero Diez, YolandaEncina Aguirre, Miguel Castro Neira, CarlosBeaumont Caminos, Amaya Ibarra Bolt

Navarra Health Services, Navarra, Spain

Purpose of the study: To validate an assessment template tohelp teachers evaluate resuscitation skills in students.