ArticleCureus2025
Awareness of Emergency Medical Care Among School Teachers in Rabigh City.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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11 authors.
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Abstract
Background School children are at risk of sudden injuries and illnesses at school, especially in rural areas where medical facilities are limited. Since teachers are often the first responders, their awareness of emergency medical care is crucial for timely and effective management. This study aimed to assess the level of knowledge of emergency medical care among school teachers in Rabigh Governorate, Saudi Arabia. Methods A cross-sectional study was conducted among 372 educators from both government and private institutions. Data were collected using a validated, self-administered questionnaire encompassing socio-demographic characteristics, prior training, emergency experiences, and item-specific first aid knowledge. Stata 17 (StataCorp, College Station, USA) was used for data analysis. Results Among 372 teachers, the mean first-aid knowledge score was 5.17 ± 1.90 (range 0-10). Overall, 97 (26.1%) had poor knowledge, 220 (59.1%) had average knowledge, and 55 (14.8%) had good knowledge. Highest item-level accuracy was seen for recognizing anaphylaxis/EpiPen™ (Viatris, Canonsburg, USA) use 247 (66.4%), washing dog-bite wounds 245 (65.9%), and external bleeding control 241 (64.8%). Lowest accuracy was for CPR 89 (23.9%), snake/insect bites 104 (27.9%), and burns 122 (32.8%). Prior first-aid training was the strongest predictor of good knowledge (AOR = 7.13; 95% CI: 4.21-13.25; p < 0.001). Other significant predictors were ≥15 years' experience (AOR = 3.50; 95% CI: 0.95-5.80; p = 0.019), postgraduate education (AOR = 1.80; 95% CI: 0.97-3.60; p = 0.037), male gender (AOR = 2.20; 95% CI: 0.60-3.10; p = 0.037), government school employment (AOR = 1.44; 95% CI: 0.38-2.98; p = 0.047), teaching at secondary/higher level (AOR = 3.60; 95% CI: 0.95-5.90; p = 0.001), and prior management of student emergencies (AOR = 2.40; 95% CI: 1.30-4.10; p < 0.001). Conclusion School teachers in Rabigh exhibited moderate knowledge of first aid, with notable deficiencies in crucial life-saving skills such as cardiopulmonary resuscitation (CPR) and seizure management. Factors such as training, advanced education, substantial teaching experience, and prior exposure to emergencies were identified as strong predictors of competency. These results highlight the urgent need to implement mandatory, standardized first aid training and refresher courses for all educators, with a special emphasis on primary-level teachers and critical emergencies.
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