Peer-reviewed article
An experimental study: “The impact and outcome of simulation-based learning programme on knowledge and skill regarding Basic Life Support and First Aid management of selected medical emergencies among school children in selected schools at Kollam district.”
Thressiamma KL Sr Teena, K R Anoopa, Sister Mony, Betcy K Jayims ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested whether simulation-based training in Basic Life Support (BLS) and first aid improved knowledge and skills among 160 high school students in India. Students in the intervention group learned through CPR manikins, videos, role-play, and information booklets, with follow-up sessions. The trained students showed large improvements in both knowledge and practical skills in managing emergencies like drowning, choking, and poisoning, with gains sustained at 30 days.
Key points
- BLS knowledge scores increased from 3.40 to 8.25 and 9.42 at two post-tests (p<0.001)
- First aid skill scores improved from 1.26 to 8.38 and 9.01 at post-tests (p<0.001)
- Improvements were sustained over time with reinforcement sessions on days 7 and 22
- Simulation-based learning covered six specific medical emergencies: drowning, choking, seizure, oral drug poisoning, kerosene poisoning, and snakebite
- Study recommends integrating BLS and first aid training into the higher secondary school curriculum
Limitations
The study was conducted in one district with two schools, limiting generalisability to other regions or school settings. The document does not report long-term retention of skills beyond 30 days or whether trained students would actually perform these skills in real emergencies.
Abstract
Abstract Introduction: Basic Life Support (BLS) and first aid knowledge are essential life-saving skills for school children, fostering social responsibility and humanitarian values. A large number of preventable deaths among children and adolescents occur due to cardiac arrest and accidental injuries, emphasizing the need for effective emergency preparedness training at the school level Methods: A true experimental pre-test–post-test control group design was used to assess the impact and outcome of simulation-based learning programme on knowledge and skills related to BLS and first aid management of selected medical emergencies among school children. A total of 160 higher secondary students from two schools in Kollam district were selected using multistage cluster sampling with randomization. Tools included a socio-demographic proforma, a structured knowledge questionnaire, and an observational skill checklist covering BLS and first aid for drowning, choking, seizure, oral drug poisoning, kerosene poisoning, and snakebite. The intervention involved simulation-based teaching using CPR manikins, video demonstrations, role play, and information booklets, with reinforcement sessions on the 7th and 22nd days. Post-tests were conducted on the 15th and 30th days. Results: Data were analysed using descriptive and inferential statistics. The experimental group showed a statistically significant improvement in knowledge and skills after the intervention. Mean BLS knowledge scores increased from 3.40 (pre-test) to 8.25 (post-test 1) and 9.42 (post-test 2) (p<0.001). Skill scores improved from 1.26 in the pre-test to 8.38 and 9.01 in post-tests 1 and 2, respectively (p<0.001). Significant improvements were also observed in knowledge and skills related to first aid management of selected medical emergencies across all domains (p<0.001). Repeated measures ANOVA and POST HOC confirmed significant differences over time. No significant correlation was found between knowledge and skill scores, and no association was identified with socio-demographic variables Conclusion: Simulation-based learning was highly effective in enhancing school children’s knowledge and skills in BLS and first aid management of medical emergencies. The study recommends integrating structured BLS and first aid training into the higher secondary school curriculum.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Simulation-based learning programme using CPR manikins, video demonstrations, role-play, and information booklets, with reinforcement sessions
- Population
- 160 higher secondary school students from two schools in Kollam district, India
Key finding
BLS knowledge scores increased from 3.40 (pre-test) to 8.25 (post-test 1) and 9.42 (post-test 2), p<0.001