Methods to teach schoolchildren how to perform and retain cardiopulmonary resuscitation (CPR) skills: A systematic review and meta-analysis

Background: Worldwide, bystander CPR rates are low; one effective way to increase these rates is to train schoolchildren; however, the most effective way to train them is currently unknown.Methods: This systematic review and meta-analysis of randomized controlled trials (RCTs) and observational studies, evaluated whether CPR training for schoolchildren, using innovative teaching modalities (nonpractical, self, or peer-training) versus standard instructor-led training, resulted in higher quality CPR, self-confidence and short-term (<3 months post-training) or long-term (>3 months post-training) retention of CPR skills.Results: From 9793 citations, 96 studies published between 1975 and 2022 (44 RCTs and 52 before/after studies) were included. There were 43,754 students, average age of 11.5 & PLUSMN; 0.9 (range 5.9-17.6) and 49.2% male. Only 13 RCTs compared practical vs. nonpractical training (n = 5), self-vs. instructor-led training (n = 7) or peer-vs. instructor-led training (n = 5). The observed statistically significant differences in mean depth and rate of compressions between children with hands-on practical training and those without were not clinically relevant. Regardless of training modality, compression depth was consistently suboptimal. No differences were observed in CPR skills immediately or & LE; 3 months post-training, between children who were self-or peer-trained vs. instructor-led. Due to lack of data, we were unable to evaluate the impact of these novel training modalities on student self-confidence.Conclusion: Although innovative training modalities are equally effective to instructor-led training when teaching schoolchildren CPR, compression depth was frequently suboptimal. Recommendations on standardized training and evaluation methods are necessary to understand the best ways to train children.

Automated summary

This systematic review and meta-analysis evaluated the effectiveness of innovative teaching modalities (such as nonpractical, self, or peer-training) compared to instructor-led training for CPR training in schoolchildren. The results showed that these innovative modalities were equally effective in teaching CPR, but compression depth was frequently suboptimal. Standardized training and evaluation methods are needed to improve the effectiveness of CPR training in schoolchildren.