CPR and Music: Teaching Children to Save Lives
Purpose of the study: To develop a teaching programme for primary school pupils aged 7-11 (Key Stage 2) to learn CPR and defibrillation, and retain the knowledge by using music as an aid. Currently it is not part of the UK National Curriculum and increased survival in OOHCA are seen in countries teaching children CPR. The aim is to teach children at a young age to embed skills. 
Material and Methods: Music was chosen as an aid to teach children with evidence showing retention and learning is enhanced by this means. Songs were specifically composed with the 100-120bpm used during CPR with words reflecting what to do in the event of cardiac arrest. Songs were taught by the music department one week prior to doctors teaching the pupils CPR. Teaching incorporated an assembly, a demonstration, small group teaching and assessment of skills. Following teaching pupils, all staff were taught at an afterschool meeting. Feedback was obtained from pupils and teachers of each year group. Each school will be revisited every two years to refresh skills and teach new pupils as part of the programme. 
Result: 1,250 children and 130 teachers were taught over 5 days showing competence in CPR and defibrillator location and use. The music, manikins and booklets have been given to the schools to continue their learning. Positive feedback from teachers and pupils was received.
Conclusion: Teaching CPR and defibrillation with music enhances primary school pupil engagement and learning. A learning pack left with the school consolidates the teaching. We are now a registered charity and are expanding to parts of the UK over the next year. 
References:
1.	S Calicchia et al, “Teaching Life-Saving Manoeuvres in Primary School,” BioMed Research International, vol. 2016, Article ID 2647235
2.	L P Roppolo et al, “Retention, retention, retention: targeting the young in CPR skills training!” Critical Care 2009 Vol 13 No 5 P185
3.	C B Brewer, “Music and Learning: Integrating Music in the Classroom,” John Hopkins University School of Education 1995