Article type
Year
Abstract
Background: In the past, first aid handbooks for lay public were primarily based on experience and expert knowledge. The Belgian Red Cross-Flanders decided to use an evidence-based approach when revising its first aid programme. The curriculum consists of diverse topics related to first aid and prevention of sudden illness and trauma, issued in didactical handbooks for diverse target groups.
Objectives: To provide evidence-based recommendations in a limited time span, 12 months, for 151 diverse topics. As a reference, the Scottish Intercollegiate Guideline Network (SIGN) defines 40 questions as highly elaborate and two year projects are common.
Methods: To address these many topics in a timely and cost-conscious manner, a pragmatic approach to develop the guideline was used. To identify the best current evidence, reviewers performed literature reviews for each topic (one reviewer/topic). If an eligible guideline or systematic review was found, we formulated draft recommendations based on this evidence. If not, we searched controlled intervention studies. When no study was retained, the search continued for cohort and case-control studies. Databases searched included Guideline International Network Library, National Guideline Clearinghouse, Cochrane Library, BestBETs, Medline, and Embase. The quality of evidence was graded using GRADE. A multidisciplinary panel of 11 experts discussed draft recommendations while taking into account the evidence.
Results: During a one year period, the reviewers devoted 2 full-time equivalents (FTE) to prepare the evidence summaries. No relevant evidence was found for 49 of the 151 topics and for the other topics, the available evidence was limited. Eight panel meetings (3-4h) were needed to finalise the recommendations.
Conclusions: Despite the massive number of topics, the first aid curriculum was reviewed within a limited time frame. For the first time, the integral first aid curriculum of the Belgian Red Cross-Flanders systematically incorporates evidence and expert judgment.
Objectives: To provide evidence-based recommendations in a limited time span, 12 months, for 151 diverse topics. As a reference, the Scottish Intercollegiate Guideline Network (SIGN) defines 40 questions as highly elaborate and two year projects are common.
Methods: To address these many topics in a timely and cost-conscious manner, a pragmatic approach to develop the guideline was used. To identify the best current evidence, reviewers performed literature reviews for each topic (one reviewer/topic). If an eligible guideline or systematic review was found, we formulated draft recommendations based on this evidence. If not, we searched controlled intervention studies. When no study was retained, the search continued for cohort and case-control studies. Databases searched included Guideline International Network Library, National Guideline Clearinghouse, Cochrane Library, BestBETs, Medline, and Embase. The quality of evidence was graded using GRADE. A multidisciplinary panel of 11 experts discussed draft recommendations while taking into account the evidence.
Results: During a one year period, the reviewers devoted 2 full-time equivalents (FTE) to prepare the evidence summaries. No relevant evidence was found for 49 of the 151 topics and for the other topics, the available evidence was limited. Eight panel meetings (3-4h) were needed to finalise the recommendations.
Conclusions: Despite the massive number of topics, the first aid curriculum was reviewed within a limited time frame. For the first time, the integral first aid curriculum of the Belgian Red Cross-Flanders systematically incorporates evidence and expert judgment.