Educational challenges and strategies in teaching basic life support to teacher trainees: Understanding the  reality of school accidents and analyzing shifting confidence in BLS execution

<p>This study investigates how confidence in lifesaving activities changes among teacher trainees with experience in basic life support (BLS) training, the lecture incorporates statistics on school accidents and specific instances of school accidents.</p><p>Methods: A pre-and-post lecture survey was conducted among first-year students in the Faculty of Education at a University. The lecture covered basic life support and delved into the ASUKA model for handling accidents during physical school activities. It also addressed statistics related to school accidents and included analyses of fatalities and rescue cases.</p><p>Results: The survey achieved a response rate of 80.4% (316 participants). Although 82.5% had received prior training in “first aid in primary, middle, or high school classes,” only 8.2% expressed confidence in performing life-saving activities. Confidence levels, measured on an 11-point scale, demonstrated an average increase of 3.8 before and after the lecture. Multivariate analysis highlighted a significant rise in confidence among participants who cited a “heightened awareness of the necessity to act in saving students’ lives” as the catalyst for their change.</p><p>Conclusions: The lecture, designed to provide teacher trainees with a realistic understanding of school accidents and emphasize the crucial role of educators in safeguarding children's lives, led to a substantial boost in confidence regarding lifesaving activities. </p>