• José Maria Gonçalves Fernandes, Amanda Lira dos Santos Leite, Bruna de Sá Duarte Auto, José Elson Gama de Lima, Ivan Romero Rivera, and Maria Alayde Mendonça.
• Faculdade de Medicina, Universidade Federal de Alagoas, Maceió, AL, Brazil.
• Arq. Bras. Cardiol. 2014 Jun 1;102(6):593-601.

BackgroundDespite being recommended as a compulsory part of the school curriculum, the teaching of basic life support (BLS) has yet to be implemented in high schools in most countries.ObjectivesTo compare prior knowledge and degree of immediate and delayed learning between students of one public and one private high school after these students received BLS training.MethodsThirty students from each school initially answered a questionnaire on cardiopulmonary resuscitation (CPR) and use of the automated external defibrillator (AED). They then received theoretical-practical BLS training, after which they were given two theory assessments: one immediately after the course and the other six months later.ResultsThe overall success rates in the prior, immediate, and delayed assessments were significantly different between groups, with better performance shown overall by private school students than by public school students: 42% ± 14% vs. 30.2% ± 12.2%, p = 0.001; 86% ± 7.8% vs. 62.4% ± 19.6%, p < 0.001; and 65% ± 12.4% vs. 45.6% ± 16%, p < 0.001, respectively. The total odds ratio of the questions showed that the private school students performed the best on all three assessments, respectively: 1.66 (CI95% 1.26-2.18), p < 0.001; 3.56 (CI95% 2.57-4.93), p < 0.001; and 2.21 (CI95% 1.69-2.89), p < 0.001.ConclusionsBefore training, most students had insufficient knowledge about CPR and AED; after BLS training a significant immediate and delayed improvement in learning was observed in students, especially in private school students.

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