BACKGROUND: Training schoolchildren in resuscitation seems to improve rates of resuscitation by bystanders. Leading medical societies recommend comprehensive resuscitation education in schools. To date, no widespread implementation within the European Union has happened. OBJECTIVE: The study aim was to identify facilitators and barriers for the implementation of cardiopulmonary resuscitation training for schoolchildren within the European Union. DESIGN: Systematic review. DATA SOURCES: A literature search in PubMed was conducted between 1 January 1999 and 30 June 2020 in accordance with the PRISMA statement. The search terms ‘resuscitation’, ‘children’ and ‘Europe’ were combined with the Boolean Operator ‘AND’ and ‘OR’. Medical subject heading terms were used in order to include relevant articles. ELIGIBILITY CRITERIA: Articles were included if cardiopulmonary resuscitation training specifically tailored for schoolchildren aged 12 to 18 years was considered in countries of the European Union. Articles that fulfilled the following criteria were excluded: duplicates, training methods only for specific patient groups, articles not accessible in the English language, and articles that did not include original data. Findings were structured by an evidence-based six-level approach to examine barriers and facilitators in healthcare. RESULTS: Thirty out of 2005 articles were identified. Large variations in cardiopulmonary resuscitation training approaches ranging from conventional to innovative training methods can be observed. Schoolteachers as resuscitation instructors act either as barrier or facilitator depending on their personal attitude and their exposure to training in resuscitation. Cardiopulmonary resuscitation training in schoolchildren is effective. The uncoordinated interplay between the generally motivated schools and the political orientation towards resuscitation training for schoolchildren serve as barrier. The lack of financial support, absent systematic organisation, and standardisation of training create major barriers. CONCLUSION: Training schoolchildren in cardiopulmonary resuscitation is effective. More financial support and political guidance is needed. Until then, local initiatives, motivated teachers, and dedicated principles combined with innovative and low-cost training methods facilitate cardiopulmonary resuscitation training in schools.

Background: A victim’s gender is a known factor that influences the willingness of adult bystanders to perform cardiopulmonary resuscitation (CPR) if an out-of-hospital cardiac arrest (OHCA) occurs. This study aims to identify whether gender characteristics of OHCA victims are also relevant to schoolchildren, who are the key target group of CPR trainings worldwide. Methods: A prospective, educative intervention study was performed in schoolchildren (5th–7th grade). Schoolchildren’s willingness to perform CPR was assessed by means of questionnaires before (t0) and after (t1) standardized CPR training. Participants were asked how determined they were to perform CPR in male and female OHCA victims on a 5-point Likert scale (not being determined to being very determined). A data analysis was performed according to the gender characteristics of schoolchildren. Results: Overall, 342 schoolchildren aged 10–15 years were included, and 166 male (MG) and 176 female (FG) schoolchildren served as a comparison group. Before (t0) and after (t1) the intervention, females showed a significantly higher general willingness to perform CPR than males (t0: 97.1% vs. 89.0%; p < 0.003 and t1: 95.7% vs. 98.9%; p = 0.038). The general willingness to perform CPR after training had a stronger increase in males (8.0% vs. 2.3%; p = 0.017). In the case that the OHCA victim was female, male schoolchildren were less willing to perform CPR than females at baseline (MG: n = 101;60.8% vs. FG: n = 147;84.5%; p < 0.001) and after training (MG: n = 97;58.4% vs. FG: n = 138;79.3%; p < 0.001). At t1, CPR willingness for female victims was improved in males (MG: n = 36;21.7% vs. FG: n = 19;10.9%; p = 0.006). Conclusions: The gender characteristics of OHCA victims, as well as schoolchildren themselves, have a relevant impact on the willingness to perform CPR. Training concepts should effectively motivate male schoolchildren to reduce preexisting inhibitions, especially towards female OHCA patients. Trial registration: This study was registered at the German Clinical Trials Register (Registration number: DRKS00017707) on 2 August 2019.

App-linked real-time feedback-devices for cardiopulmonary resuscitation (CPR) aim to improve laypersons’ resuscitation quality. Resuscitation guidelines recommend these technologies in training settings. This is the first study comparing resuscitation quality of all App-linked feedback-devices currently on market. A prospective randomised simulation study was performed. After standardised instructions, participants performed 2-minutes compression-only CPR on a manikin without feedback (baseline). Afterwards, participants performed 4 × 2 min CPR with four different feedback devices in randomised order (CorPatch® Trainer, CPRBAND AIO Training, SimCPR®ProTrainer, Relay Response™) (intervention). CPR metrics (chest compression depth (CD), chest compression rate (CR), percentage of correct CD/CR (%), correct hand position, correct chest recoil, and technical preparation-time) were assessed. Devices data were compared to the baseline group using Wilcoxon testing with IBM SPSS (primary outcome). Differences between devices were analysed with ANOVA testing (secondary outcome). Normally distributed data were described as mean ± standard deviation (SD) and non-normally distributed data as Median [Interquartile range (IQR). CPR self-confidence was measured by means of questionnaire before and after feedback devices’ use. Comparison was performed by students t-test. Forty participants were involved. SimCPR®ProTrainer was the only device, which resulted in guideline-compliant chest compressions (Mean ± SD:5.37 ± 0.76) with improved chest compression depth (p < 0.001), and percentage of correct chest compression depth (p < 0.001) compared to unassisted CPR (baseline). CorPatch® Trainer as the only device with audio-visual recoil instructions resulted in improved chest recoil (Mean ± SD:72.25 ± 24.89) compared to baseline (Mean ± SD:49.00 ± 42.20; p < 0.01), while the other three devices resulted in significantly lower chest recoil rates (CPRBAND AIO Training: 37.03 ± 39.90; p < 0.01, SimCPR®ProTrainer: Mean ± SD:39.88 ± 36.50; p = 0.03, Relay Response™: Mean ± SD:36.88 ± 37.73; p = 0.02). CPR quality when using the different feedback devices differ in chest compression depth (p = 0.02), chest compression rate (p < 0.001), percentage of correct chest compression depth/rate (p = 0.03/p = 0.04), and technical preparation-time (p < 0.001). Feedback-devices’ use increased participant’s CPR self-confidence (p < 0.001). Although, CPR feedback devices show improved CPR performance in layperson in some metrics, none of the tested CPR feedback devices supported layperson in overall adequate CPR performance. More and better technical functionality is necessary, to fully utilise the potential of CPR feedback devices and to prevent a worsening of CPR performance when layperson use this technology.

Zusammenfassung: Zielsetzung: Die Einführung des Wiederbelebungsunterrichts an Schulen soll die Reanimationsbereitschaft in der Gesellschaft und das Überleben von Menschen mit einem außerklinischen Herz-Kreislauf-Stillstand nachhaltig verbessern. Ziel der vorliegenden Untersuchung war es zu prüfen, wie Lehrkräfte als qualifizierte Multiplikatoren den Wiederbelebungsunterricht in ihren Schulen eigenständig durchführen. Methodik: Die Uniklinik Köln qualifizierte in Kooperation mit dem Deutschen Rat für Wiederbelebung e. V. in einem speziell entwickelten Kurs Lehrkräfte von weiterführenden Schulen. Von Juli bis November 2019 erfolgte die Evaluation dieses Lehrermultiplikationskonzepts mittels einer webbasierten Umfrage. Ergebnisse: An der Befragung nahmen 23 von 26 Schulen teil (88 %). Insgesamt haben 96 % (n = 22) der an der Befragung teilnehmenden Schulen den Wiederbelebungsunterricht eingeführt. Es wurden 229 Lehrkräfte ausgebildet, die in dem 2‑jährigen Beobachtungszeitraum 8612 Schüler trainierten. Im Mittel trainierte eine qualifizierte Lehrkraft in ihrer Schule 38 Schüler in Wiederbelebung. Die Multiplikationsfaktoren (Anzahl der trainierten Schülerinnen und Schüler pro Lehrkraft) waren schulindividuell unterschiedlich (Minimum/Maximum: 10/1747). Die schulintern projektverantwortlichen Lehrkräfte gaben an, sich sehr sicher in der eigenständigen Durchführung des Wiederbelebungsunterrichts zu fühlen. Zusammenfassung: Speziell qualifizierte Lehrkräfte führen den Wiederbelebungsunterricht an ihren Schulen zuverlässig ein. Um noch mehr Schüler mit dem Wiederbelebungstraining zu erreichen, müssen die Multiplikationsfaktoren durch gezielte Unterstützungsangebote weiter erhöht werden.