摘要目的:基于遗忘曲线规律构建大学生心肺复苏普及模式并验证其效果，为普及心肺复苏提供参考。方法:采用随机对照试验，2021年10月多阶段随机抽样选取乐山师范学院数理学院大一、大二学生262人作为对照组，电子信息与人工智能学院大一、大二学生262人作为试验组。对照组采用常规方法培训，试验组在常规培训的基础上，基于艾宾浩斯遗忘曲线规律选取培训后的1周内、1个月内、1～6个月内3个时间段，采用线上自主学习、现场观摩强化和社会实践升华3种方式对大学生进行心肺复苏复训，比较2组大学生现场培训前、培训后当场、培训后6个月心肺复苏相关知识知晓率和心肺复苏技能考核等情况。结果:对照组最终纳入256人,其中男126人、女130人；试验组最终纳入224人,其中男110人、女114人。培训前及培训后当场考核，2组大学生心肺复苏相关知识知晓率和心肺复苏技能得分比较差异均无统计学意义（均 P>0.05）；培训后当场，试验组、对照组大学生心肺复苏相关知识平均知晓率分别为91%（1 626/1 792）、88%（1 806/2 048），高于培训前的55%（989/1 792）、55%（1 129/2 048），差异均有统计学意义（ χ2=8.46、7.30，均 P<0.01）；心肺复苏技能得分分别为（42.00 ± 3.55）、（41.68 ± 3.40）分，高于培训前的（15.41 ± 4.85）、（15.92± 4.66）分，差异均有统计学意义（ t=84.47、45.56，均 P<0.05） 。培训后6个月，试验组大学生意识和心跳呼吸骤停判断、心肺复苏步骤、胸外心脏按压的部位、频率、深度、胸外心脏按压与人工通气比例的知晓率分别为90%（201/224）、93%（208/224）、92%（206/224）、93%（208/224）、89%（200/224）、94%（210/224），高于对照组的62%（158/256）、71%（182/256）、77%（198/256）、73%（186/256）、70%（178/256）、69%（176/256），差异均有统计学意义（ χ2值为4.21～7.03，均 P<0.01）；心肺复苏技能得分为（49.77 ± 3.68）分，高于对照组的（34.95 ± 4.79）分，差异有统计学意义（ t=38.25， P<0.01）；有把握使用心肺复苏救治他人的大学生占比为92%（206/224），高于对照组的58%（148/256），差异有统计学意义（ χ2=7.68， P<0.01）。培训后6个月试验组大学生心肺复苏技能得分为（49.77 ± 3.68）分，高于培训后当场的（42.00 ± 3.55）分，而对照组大学生心肺复苏技能得分为（34.95 ± 4.79）分，低于培训后当场的（41.68 ± 3.40）分，差异均有统计学意义（ t=22.74、18.33，均 P<0.01）。 结论:基于遗忘曲线的大学生心肺复苏普及模式有助于受训大学生心肺复苏知识技能的掌握，能够增强受训大学生运用心肺复苏技术救治他人的信心，且在一定程度上节约了开展心肺复苏培训对人力、财力和物力的需求，值得推广。

abstractsObjective:Based on the forgetting curve principle to construct a model for the popularization of cardiopulmonary resuscitation among college students and validate its effectiveness, providing reference for the promotion of cardiopulmonary resuscitation.Methods:A randomized controlled trial was conducted. In October 2021, a multistage random sampling method was used to select 262 freshmen and sophomores from the School of Mathematics and Physics at Leshan Normal University as the control group, and 262 freshmen and sophomores from the School of Electronic Information and Artificial Intelligence as the experimental group.The control group received conventional training, while the experimental group, in addition to conventional training, received cardiopulmonary resuscitation retraining based on the Ebbinghaus forgetting curve at three time intervals: within 1 week, within 1 month, and within 1 to 6 months after training. The retraining included online self-learning, on-site observation reinforcement, and social practice sublimation. The cardiopulmonary resuscitation knowledge awareness rate and cardiopulmonary resuscitation skill assessment of the two groups were compared before training, immediately after training, and 6 months after training.Results:The final number of participants was 256 in the control group (126 males and 130 females) and 224 in the experimental group (110 males and 114 females). There were no statistically significant differences in cardiopulmonary resuscitation knowledge awareness rate and cardiopulmonary resuscitation skill scores between the two groups before and immediately after training (both P>0.05). Immediately after training, the average cardiopulmonary resuscitation knowledge awareness rate in the experimental and control groups were 91% (1 626/1 792) and 88% (1 806/2 048), respectively, which were significantly higher than the pre-training rates of 55% (989/1 792) and 55% (1 129/2 048) ( χ2=8.46, 7.30, both P<0.01). The cardiopulmonary resuscitation skill scores were (42.00 ± 3.55) and (41.68 ± 3.40), respectively, higher than the pre-training scores of (15.41 ± 4.85) and (15.92 ± 4.66) ( t=84.47, 45.56, both P<0.05). Six months after training, the awareness rates of determination of consciousness and cardiac arrest judgment, cardiopulmonary resuscitation steps, chest compression location, frequency, depth, and the ratio of chest compressions to artificial ventilation in the experimental group in college students were 90% (201/224), 93% (208/224), 92% (206/224), 93% (208/224), 89% (200/224), and 94% (210/224), respectively, higher than those in the control group, which were 62% (158/256), 71% (182/256), 77% (198/256), 73% (186/256), 70% (178/256), and 69% (176/256) ( χ2 values were 4.21-7.03, all P<0.01). The cardiopulmonary resuscitation skill score in the experimental group was (49.77 ± 3.68), higher than the control group′s (34.95 ± 4.79) ( t=38.25, P<0.01). The proportion of students confident in using cardiopulmonary resuscitation to save others was 92% (206/224) in the experimental group, higher than 58% (148/256) in the control group ( χ2=7.68, P<0.01). Six months after training, the cardiopulmonary resuscitation skill score in the experimental group was (49.77 ± 3.68), higher than the immediate post-training score of (42.00 ± 3.55), whereas the control group's cardiopulmonary resuscitation skill score was (34.95 ± 4.79), lower than the immediate post-training score of (41.68 ± 3.40) ( t=22.74, 18.33, both P<0.01). Conclusions:The cardiopulmonary resuscitation popularization model for college students based on the forgetting curve is conducive to mastering cardiopulmonary resuscitation knowledge and skills among trained college students, enhancing their confidence in using cardiopulmonary resuscitation techniques to rescue others. Moreover, it helps save the human, financial, and material resources required for cardiopulmonary resuscitation training to a certain extent and is worthy of promotion.