Obstacles to teaching basic life support in secondary education: teachers' beliefs and knowledge

Authors

DOI: https://doi.org/10.6018/reifop.566981
Keywords: Secondary education, teachers’ beliefs, Cardiopulmonary resuscitation, barriers in teaching

Abstract

The aim of this study was to investigate the beliefs and knowledge of secondary school teachers regarding the teaching of resuscitation, since in Spain, in the context of health education in secondary schools, cardiopulmonary resuscitation and the use of the external defibrillator (AED) are not systematically trained, despite the fact that cardiac arrest is a very relevant health problem. The ex post facto research was carried out which 48 teachers participated. A complexity hypothesis was defined for each of the categories: conceptualization of basic life support (BLS), identification of the target population, didactic transposition, and the role of teachers. Univariate and multivariate statistical analysis was performed. Only 20% of the participants considered that semiautomatic external defibrillation is a technique that must be included in the BLS and the areas of ​​knowledge of the teaching staff was related to this conception, according to the multiple regression analysis; 76.1% of the participants considered that the training should be mandatory by law (median 5, IQR 1), but it is the health professionals who should provide the training (median 5, IQR 0). In conclusion, conception expressed by teachers about BLS could be an obstacle to the development of these competencies in the classroom and, therefore, it could hinder the universalization of these techniques.

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Author Biographies

Chaves J., Centro de Emergencias Sanitarias 061

Médico especializado en el campo de la medicina de emergencias y en la formación de
profesionales y docentes de la salud. Su experiencia incluye el desarrollo e implementación
de metodologías didácticas innovadoras en cuidados críticos, anestesia y cirugía endoscópica
asistida por robot en la Fundación IAVANTE durante diez años. Fue coordinador de la unidad
de innovación metodológica y posteriormente director de programas de la misma fundación.
Muchos de sus trabajos fueron presentados en congresos y universidades de Copenhague,
Mainz, Coimbra, Azores, Hertfordshire, Groningen, Brasilia, Karolinska, Madrid y otros.
Fue presidente de la Sociedad Española de Simulación Clínica y Seguridad del Paciente,
Coordinador del Comité Científico del Consejo Español de RCP, Presidente del Comité
Científico del XVII Congreso de SESAM (Society in Europe for Simulation Applied to
Medicine), Director Técnico del I Máster en Emergencias y Cuidados Críticos de la Universidad
Internacional de Andalucía y vicepresidente del III Congreso Sociedad Andaluza de Calidad Asistencial.
Especialista en Medicina Familiar y Comunitaria, Máster en Investigación en la Enseñanza y
Aprendizaje de las Ciencias Experimentales y Sociales, y Máster en Medicina Prehospitalaria.
Desde 2014, es Director del Servicio Provincial 061 en Huelva de la Empresa Pública de
Emergencias Sanitarias y miembro de la Comisión Territorial de Alerta Epidemiológica de Alto
Impacto.

Bartolomé Vázquez-Bernal, Profesor Honorario. Departamento de Didácticas Integradas. Universidad de Huelva, (España, Spain)

 Licenciado en Ciencias Químicas por la Universidad de Cádiz (España) - 1988
- Cuerpo de Profesores de Enseñanza Secundaria (Oposición) / Especialidad Física y Química - 1992
- Doctor por la Universidad de Huelva (España) - Programa: Didáctica de las Ciencias y Formación del Profesor - 2005
- Jefe de Departamento de Física y Química en el IES Jorge Juan de San Fernando (Cádiz- España)
- Profesor Honorario Didáctica Ciencias (Experimentales), Universidad de Huelva, (España, Spain)

Antonio Alejandro Lorca-Marín, Profesor Área de Didáctica de las Ciencias Experimentales, Facultad de Ciencias de la Educación, Psicología y CC del Deporte. Universidad de Huelva

Área de Didáctica de las Ciencias Experimentales Facultad de Ciencias de la Educación, Psicología y CC del Deporte Grupo de Investigación DESYM Centro de Investigación COIDESO Universidad de Huelva

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Published
17-01-2024
How to Cite
Chaves Vinagre, J., Vázquez-Bernal, B., & Lorca-Marín, A. A. (2024). Obstacles to teaching basic life support in secondary education: teachers’ beliefs and knowledge. Interuniversity Electronic Journal of Teacher Formation, 27(1), 185–205. https://doi.org/10.6018/reifop.566981