@misc{10481/94273,
year = {2024},
month = {7},
url = {https://hdl.handle.net/10481/94273},
abstract = {In Spain, 24,000 cardiorespiratory arrests (CRA) occur annually, most of them occur in extra-hospital situations. Bystanders are present in some 70% of cases, but cardiopulmonary resuscitation is initiated in fewer than 30%. Objective: In the context of a basic life support (BLS) training program in secondary schools, to analyze cognitive skills acquisition and the shape of the forgetting curve according to age, gender, and school location. Materials and method: Six secondary educations schools in Granada (Spain) were selected randomly. Students took a multiple-choice test (including six key questions on the basic concepts of BLS) before, immediately after BLS training, and six months later. Results: Four hundred and twenty students out of an initial sample of 459 completed the program and follow-up. Cognitive skills acquisition was found to be good. Based on six key questions, the skills acquired after training improved by 26.8% compared with the baseline assessment, although an 18.1% decrease in cognitive skills was observed 6 months later. Conclusions: Conceptual training to boost the intellectual capital of students attending a BLS training program is essential to the subsequent acquisition of the other skills involved in BLS, the definition of key concepts being an adequate tool for skills learning.},
abstract = {En España, se producen 24500 paradas cardiorrespiratorias anuales la mayoría extrahospitalarias. El 70 % son presenciadas, pero en menos del 30% se inician las maniobras de reanimación cardiopulmonar. Objetivo: Analizar la adquisición de competencias cognitivas y el desarrollo de la curva del olvido según edad, sexo y nivel socioeconómico dentro de un programa formativo en soporte vital básico (SVB). Materiales y método: Se seleccionaron aleatoriamente 6 centros de educación secundaria en Granada. Los alumnos realizaron un test de respuesta múltiple sobre conceptos umbrales de SVB antes del proceso formativo, al finalizar, y pasados 6 meses. El test se diseñó con el empleo de 6 preguntas clave vinculadas a los conceptos umbrales. Resultados: De 459 alumnos de la muestra, 420 finalizaron. Se obtuvo una adquisición significativamente positiva de competencias cognitivas. En base a las 6 preguntas “clave”, el nivel de competencias adquiridas post-intervención aumentó un 26.8% de media respecto a la evaluación basal y transcurridos 6 meses se produjo un descenso del 18.1% respecto a lo aprendido. Conclusiones: La formación conceptual para incremental el capital intelectual de los estudiantes que forman parte de un programa formativo en soporte vital básico es esencial para la adquisición posterior del resto de las competencias, siendo una herramienta adecuada la definición de preguntas clave.},
publisher = {Universidad de Granada},
keywords = {Cardiopulmonary resuscitation},
keywords = {Chest compressions},
keywords = {Automated external defibrillation},
keywords = {Students},
keywords = {Secondary education center},
keywords = {Teaching},
keywords = {Reanimación cardiopulmonar},
keywords = {Compresiones torácicas},
keywords = {Desfibrilación externa automatizada},
keywords = {Estudiantes},
keywords = {Centro de educación secundaria},
keywords = {Enseñanza},
title = {Impact of the Forgetting Curve on Cognitive Skills in Basic Life Support},
doi = {10.47750/jett.2024.15.03.009},
author = {Catón-Cortés, Raquel and Gómez Jiménez, Francisco J. and Gómez-Moreno, Gerardo and Hernández-París, María A. and Parrilla-Ruiz, Francisco M. and Cárdenas Cruz, Antonio},
}