Abstract
Objective
To determine high-school students’ ability to learn hemorrhage control skills and
knowledge via 3 educational modalities.
Background
Trauma is the leading cause of death for young Americans, and there are calls to teach
children about hemorrhage control. However, little is known about adolescents’ ability
to perform hemorrhage control, and the ideal way(s) to teach them.
Methods
This randomized controlled trial enrolled high-school students from 39 states at a
2019 national conference. After answering questions about their willingness to use
tourniquets, participants received hemorrhage control education in 1 of 3 formats:
instructor-led, web-only, or blended (combining web and instructor-led). Participants
were then assessed on their ability to apply a tourniquet and to identify wounds that
require a tourniquet. Finally, they completed an attitude questionnaire.
Results
Two hundred and four (82%) of 248 participants applied a tourniquet correctly: 72
(88%) instructor-led, 50 (61%) web-only, and 79 (94%) blended. The instructor-led
and blended arms were superior to the web-only arm (P < .001). Nearly all participants passed an assessment requiring them to identify
wounds warranting a tourniquet (99% instructor-led and blended, and 98% web-only).
All modalities improved participants’ self-reported willingness and comfort in using
tourniquets (P < .001).
Conclusions
This is the first study to demonstrate that high-school students can learn hemorrhage
control via multiple methods. Blended and instructor-led education led to highly successful
skill performance. Students learned to identify wounds requiring tourniquets and showed
an improved willingness to aid from all modalities. These findings should encourage
educators to offer multiple educational modalities.
Graphical Abstract
Graphical Abstract
Keywords
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Article info
Publication history
Published online: May 27, 2020
Accepted:
May 19,
2020
Received:
February 3,
2020
Footnotes
Conflict of Interest: CG has a patent pending for “tourniquet and method of use.” The remaining authors have no conflicts of interest relevant to this article to disclose.
Identification
Copyright
Published by Elsevier Inc. on behalf of Academic Pediatric Association
