Beitia KMAC, Maagh SB, Moraes M, Costacurta S

Language: Spanish
References: 7
Page: 51-56
PDF size: 198.21 Kb.

ABSTRACT

Introduction: The process of teaching and learning basic life support and cardiopulmonary resuscitation maneuvers is related to the development of a set of skills (cognitive, motor and behavioral) that make it complex and require repeated training to achieve the necessary skills. Material and methods: This is a descriptive and observational study, conducted in the simulation laboratory of the Catholic University of Pelotas. The initial sample encompassed 120 students attending the first year, second semester, of medical school, of whom 77 participated in this analysis. Basic life support training corresponded to the first three links of the Chain of Survival in cardiorespiratory arrest and in initial treatment for airway release and ventilation. The evaluation consisted of observing the skills developed by the students during their care to cardiorespiratory arrest in different settings, and this evaluation had formative characteristics. Results: The evaluation was carried out by two teachers trained for the activity. When correlating the exposure and the result of cardiac compressions and its effectiveness, the hand position exposure and the effective compression result variables showed significance with p = 0.019, RR 3.08. Furthermore, when we correlated the hand position with the effective compression frequency (result), we obtained an important relationship, with p = 0.007, RR 2.45. Regarding the hand position and the correct depth of the compressions (result), it also showed a relationship with p = 0.01, RR 2.32. In the thorax return analysis concerning the frequency, the relationship was pretty significant p = 0.0000, RR 3.08. The activity evaluation analysis, defined as the student satisfaction survey, showed that the applicability item for the topic covered was 72.73%, and the curricular interaction with the course was 76.62%. Conclusion: Previous studies have shown that the more relevant the subject is to the student, the better the teaching-learning process. The activity and the evaluation carried out allowed verifying that the students confirmed the importance of that relationship for their academic life. From this, we will have the opportunity to implement this practice for the initial classes of the medical school in the academic curriculum.

REFERENCES

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