書誌事項
- タイトル別名
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- Adoption of Mutual Peer-feedback on Basic Life Support Training Course for School Teachers
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The knowledge of the teachers to recognize cardiac arrest, who belong to the Osaka Prefecture Educational Committee, was examined in the basic life support (BLS) courses performed by the staffs of the Japanese Society of Reanimatology in 2002. After a written-examination that was the same one as former report in 1999, BLS practice was trained in a small-group style, and BLS-skill examination was scheduled with mutual peer-feedback finally.<BR>The percentage of correct answers in 2002 for the two questions about the way how to palpate carotid pulse and the rates of cardiac massage were significantly lower than that in 1999 courses, 64% vs 85.5% and 30.6% vs 47.5% respectively (p<0.05) . There seemed to be some room for improvement to get correct BLS knowledge in accordance with the new guideline. The questionnaires concerned with mutual peer-feedback from 126 participants were classified into four categories as excellent, good, bad and very bad, and the answers were distributed as 59, 64, 2 and 1 respectively. Two major affirmative reasons for adopting mutual peer-feedback were as follows; participants can learn lots from close observation on other member performance and they are able to and have to continue to be concentrated on the other members BLS skill evaluation.
収録刊行物
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- 蘇生
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蘇生 22 (2), 102-105, 2003
日本蘇生学会
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詳細情報 詳細情報について
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- CRID
- 1390282681433660672
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- NII論文ID
- 10011216238
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- NII書誌ID
- AN10043787
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- ISSN
- 1884748X
- 02884348
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用不可