| […] a complementary video can be recorded explaining better about cardiac massage. |
Yes |
The cardiorespiratory arrest theme at that moment was not part of this video to not become too long. |
| […] it could include the information that you can’t put your hand in the child's mouth. |
No |
At minute 1'11'' there is information about not putting your hand in the child's mouth to remove food. |
| […] I suggest using a (blinking) arrow to draw attention to some details. |
No |
It was opted to use attention signs, arrows, and highlights in red, blue and black. |
| Judges’ suggestion regarding structure and presentation |
Change implemented |
Justification |
| This video seems longer to me, maybe the introduction in which the school staff introduce themselves could be faster. |
No |
The intention is to provide that different subjects of the school staff can feel represented. |
| […] to highlight that, in the case of cardiac massage, the child should be placed on a steady surface and not performed on the lap, I also suggest talking about the frequency with which cardiac massage should be performed. |
No |
The objective was to address the theme of choking incident and essential maneuvers in different age groups. |
| I suggest in the video, when it reports the maneuver in babies, instead of beating, change the speech to hitting (to highlight the intensity). |
No |
Current scientific evidence suggests that the term beat is the most appropriate. |
| […] I suggest including the direction of blows: direction from the chest to the head. |
Yes |
Added an arrow with the direction of compression. |
| […] the compressions, instead of saying in the intermammillary line say between the nipples. |
Yes |
Narration changed to “perform the compressions between the nipples”. |
| […] the idea that the maneuver can be performed for as long as necessary is vague. |
No |
The literature points out that the maneuver can be performed as many times as necessary. |
| At 50 seconds, when talking about the teacher who performed a “maneuver” on the student, I think that there, it could explain how the Heimlich maneuver is performed. |
No |
The aim of the video when it presents the accident is to show that it can occur in different spaces of the school, including the dining hall. |
| The video is long and can lead the viewer to distraction and disinterest. Although his material has a logic, the ideas are connected. |
No |
This theme has many specificities, the format presented came with the intention of synthesizing the essential information, as well as the aspects that the participants pointed out as necessary. |
| Saying younger children and showing a baby limits the understanding of up to what age that maneuver would be indicated and when to use the traditional Heimlich. |
No |
It is explained at 1'20'' after showing a baby, that are children under one year old, as identified in the literature. |
| […] put in a drawing, somehow on the baby's body in the video, the exact place to perform the compressions (intermammillary line). |
Yes |
Scheme representing the location of the intermammillary line. |
| […] the compressions represent pushing the chest towards the head and not compressing it. If possible, I suggest modifying the hand in the figure so that it is only from top to bottom and include an arrow in the direction from top to bottom during compressions. |
No |
This animation format achieves this form of compression. |
| When the video ends and the paragraph explains the objective of the video and by whom it was produced, there is a small agreement error. |
Yes |
With the aim of provide a better understanding. |
| […] when you say that the child or baby is unconscious, should report that it must have evolved into a respiratory arrest and if it is not attended to immediately, it could evolve into a CRA. After explaining the care until the emergency medical service arrives: perform chest compressions between the nipples (100/120 movements per minute until the emergency medical service arrival) |
No |
These differences for lay people in a video would be too much information, it was opted for punctual, necessary, and essential information for care. |
| […] I suggest that the speech balloon “I can't breathe” appear before the warning text: sign of suffocation. |
No |
It was opted that the thought balloon comes after the suffocation signal, to provide the understanding that when this sign appears it is because the child is unable to breathe. |
| [...] when the SAMU and Firefighter phone numbers appear, it is very close to the existing text. I suggest putting it separately as it appears in the section for children under 1 year old. |
No |
Phone contacts appear above the image and highlights which does not affect viewing. |
| In the image that talks about a sign of suffocation and with a little balloon (I can't breathe) it could remove the coughing noise. Because usually at that moment the child can no longer cough. |
Yes |
The coughing sound was removed. |
| […] put an end to the balloon: while we eat, we must not talk. |
Yes |
In order to provide an adequate understanding. |
| […] in the image of the Lucas Law justify or center the text in the chart. |
Yes |
In order to promote a relevant design to the video. |
| […] maybe could remove scientific names of bones, which in a few moments appear in the narration |
No |
In order for the maneuver to be effective, the names of these anatomical parts need to be cited. To allow the understanding of the representative schemes of these places, the names that are popularly known were exposed and narrated. |
| Judges’ suggestion regarding relevance |
Change |
Justification |
| […] to inform where to find more information about “first aid” or even ways to plan training on the subject. |
No |
Disseminating this information is not the purpose of the video, in addition to this insertion increasing the length of the material. |
| […] the importance of these professionals being prepared for these incidents should be reinforced, as they occur and can be serious. |
No |
The video was developed with the representation of different professionals and settings, aiming to raise awareness among professionals. |
| We cannot state that the video is able to transfer knowledge, this must be measured in another study. |
Not applicable |
This is an item included in the validation instrument, but studies on the effectiveness and applicability of this technology are necessary. |
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Source: The authors, 2022.