• José Javier García Del Águila, Elia López Rebollo, Rocío Escamilla Pérez, Montserrat Luque Gutiérrez, Patricia Fernández Del Valle, Mariluz García Sánchez, Carmen Lucena Serrano, Itziar Vivar Díaz, Francisco Berbel González, Susana López Pérez, Mellado Vergel Francisco J FJ Servicio de Urgencias. Hospital el Toyo, Almería, España., and Fernando Rosell Ortiz.
• Empresa Pública de Emergencias Sanitarias de Andalucía, España.
• Emergencias. 2019 Jun 1; 31 (3): 185-188.

ObjectivesTo assess first-year secondary-school students' knowledge and performance of basic life support (BLS) 6 months after training given by their regular teachers during school hours.Material And MethodsSixty-two teachers were trained in BLS instruction. They then instructed 1043 students. The students' knowledge increased significantly from mean (SD) scores of 4.42 (1.64) to 7.28 (1.85) (P < .001) and was maintained at 6 months (mean score, 5.15 [3.16]; P <.001). Performance skills were also maintained at 6 months, although the students had greater difficulty attaining ventilation targets.ResultsSixty-two teachers were trained in BLS instruction. They then instructed 1043 students. The students' knowledge increased significantly from mean (SD) scores of 4.42 (1.64) to 7.28 (1.85) (P < .001) and was maintained at 6 months (mean score, 5.15 [3.16]; P < .001). Performance skills were also maintained at 6 months, although the students had greater difficulty attaining ventilation targets.ConclusionTeachers' training of their own first-year secondary students during regular school hours led to changes in the students' attitudes toward the possibility of cardiac arrest and to the learning of BLS techniques.

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