FIRST AID TRAINING AT EARLY CHILDHOOD: A REVIEW OF LITERATURE

By teaching first aid at school, the number of bystanders can be increased. Researchers are attempting to identify effective educational methods to teach first aid to children. The literature review examines published studies to provide information on the content of kindergarten first aid training. MEDLINE, Scopus, and ERIC were the major databases searched for related literature published between January 2003 and November 2022. The first aid interventions were varied in content and aimed to improve students' first aid knowledge, skills, and attitude. Combining both theoretical and 'hands-on' training components into the education process was discovered to be a critical factor in delivering material. More research is needed to determine the role of first aid education in kindergarten, as well as interventions for knowledge and skill retention.  Article visualizations

International collaborative follow - up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world

Schoolteachers Teach First Aid and Trauma Management to Young Primary School Children: An Experimental Study with Educational Intervention

Objectives: The primary objective of this pilot study was to examine the effectiveness of teaching first aid to 6–8-year-old children within their primary school setting. The study aimed to address two key research questions: (1) Can children of this age group acquire first aid and trauma management skills from their schoolteachers? (2) How long do children retain the acquired first aid knowledge? Methods: A pilot experimental study with an educational intervention was conducted in a single primary school in Greece. A total of 60 schoolchildren aged 6–8 years were randomly selected for participation, with 30 children assigned to the training group and 30 children assigned to the control group, which did not receive any intervention. To assess the children’s understanding of first aid, a specialized questionnaire was administered to all children one day before the training, as well as to the training group one day after the training, and at two and six months following the training. Results: Prior to the training, there were no significant differences in first aid knowledge between the children in the training group and those in the control group. However, one day after the training, the trained children demonstrated significantly higher scores (p < 0.05) compared to the control group. Over time, the first aid knowledge of the trained children gradually declined at the two- and six-month follow-up assessments, although it remained higher than their pre-training level. Conclusions: First aid training provided by their teachers improved the knowledge of 6–8-year-old primary school children in first aid and trauma management

First Aid Training for Children in Kindergarten: A Pilot Randomized Control Study

First aid is a fundamental skill for every human of every age, so training in first aid is necessary at a variety of levels. First aid training in schools is essential, but to date, only short reports have been published on the effectiveness of first aid training in kindergarten. We conducted a pilot randomized controlled study on the impact of first aid training on children in kindergarten. We randomly selected 24 children aged 4&ndash;5 years from one kindergarten, who were allocated to either a training group (14 children) or a control group (10 children). The training program consisted of three lessons. An eleven-question questionnaire was administered to the children in the training group one day before, one day after, and two and six months after the training, and once to the those in the control group. Before the training, no significant difference was detected in the score on the questionnaire between the two groups. After the lessons, the children in the training group scored significantly higher on the questionnaire than before the lessons, and than the children in the control group. At two and six months after the training, the scores of the children in the training group had decreased but remained higher than before the training and higher that those of the control group. These preliminary results indicate that kindergarten children may benefit from first aid training, but further studies are needed to verify these observations and to explore ways of maintaining the knowledge acquired in training

Corneal biomechanical properties and their correlates with refractive error

Purpose: The aim was to study the link between refractive error and corneal biomechanical properties. Methods: Corneal hysteresis and corneal resistance factor were measured using the Ocular Response Analyser in 117 participants. The spherical equivalent refractive error of the participants ranged between -9.00 and +3.00D. Results: Corneal hysteresis and corneal resistance factor showed a considerable degree of variability between individuals. Corneal hysteresis was not found to correlate significantly with refractive error (p = 0.82). Corneal resistance factor showed a weak but significant correlation with spherical equivalent refractive error (r 2= 0.04; p = 0.03), with myopic participants exhibiting a higher corneal resistance factor compared with non-myopes. Conclusions: Refractive error accounted for four per cent of the variance in corneal resistance factor measurements, indicating that patients with mild to moderate myopia have higher corneal resistance compared with non-myopes. © 2011 The Authors. Clinical and Experimental Optometry © 2011 Optometrists Association Australia