Competencies and skills in basic life support after two training methods: Traditional vs. Augmented reality in primary education teachers in training. A cohort study
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INTRODUCTION. Implementing basic life support training methods (BLS) that involve little time and yield adequate results like classic methods has been a priority in recent years. The objective of this study was to analyze the knowledge and practical skills learned during BLS training using augmented reality. METHOD. A comparative study of cohorts composed of university students was carried out [cohort 1 (classical teaching) and cohort 2 (augmented reality)]. The instruments used were: an observation sheet for the action sequence for CPR and AED; data from the Resus Anne de Laerdal mannequin; and AED. RESULTS. 185 students (125 women) with a mean age of 19.43 ± 1.35 years were recruited. Results were significantly better in cohort 2 [i.e., safety at the scene (p < .001), consciousness control (p = .006), breathing control (p = .020), call to emergency services (p = .001), mean depth of compression (p < .001), and percentage of participants who met the quality goal with the AED (p = .005)]. According to gender, there are statistically significant differences in the average depth of compression (p < .001), in favour of men, and in the percentage of correct re-expansion (p < .001) in favour of women, who spent less time in the application of an effective shock with the AED (p = .019). DISCUSSION. Students who participated in augmented reality performed better in the sequence of actions to detect cardiac arrest, achieve a medium depth of external chest compression,
and deliver a shock without making errors with the AED. For all these reasons, a BLS teaching method using augmented reality allows for obtaining equal or better results than a classic method in less time.
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