Cardiopulmonary resuscitation education system and method based on application specialized for schools

Abstract

A cardiopulmonary resuscitation education method based on an application specialized for schools, according to the present invention, comprises the steps of: when a patient in cardiac arrest is found within a school, transmitting, by a person who has first found the patient, a rescue request to an emergency medical response team (SMART) through an application installed on his or her terminal; displaying a rescue request notification on a terminal of each team member of the SMART; automatically assigning, by an emergency procedure model, a main role and a plurality of sub-roles on the basis of the distance from the patient; transmitting a rescue request to team members who are a certain distance or more away from the patient; and providing a step-specific emergency procedure method for each of the main role and the sub-roles in real time through image, speech, and subtitle guidance.

Description

App-based CPR training system and method specialized for schools

[0001] The present invention relates to a cardiopulmonary resuscitation training system, and more particularly, to a school-specific app-based cardiopulmonary resuscitation training system and method that enables school nurses and general school staff to receive systematic training and clearly perform their respective roles, and enables immediate and professional response in emergency situations, thereby maximizing the efficiency of emergency treatment for patients in life-threatening situations.

[0002] Today, approximately 33,000 cardiac arrests occur outside of hospitals annually, and cardiac arrests in public places like schools are a particularly serious problem. Although cardiopulmonary resuscitation (CPR) can significantly increase survival rates when performed properly, in reality, survival rates are significantly lower due to inadequate initial response. In particular, schools rely heavily on school nurses, who are medical professionals, and immediate and professional response in emergency situations is often lacking.

[0003] In many Korean schools, non-medical staff members follow the guidance and instructions of school nurses in emergency situations. However, if school nurses are absent or are tasked with handling multiple situations simultaneously, emergency treatment can be delayed or inadequate. Consequently, if a serious life-threatening situation arises, there is a high risk of complaints from parents or legal action. Consequently, staff members are likely to experience significant psychological burdens and concerns about legal liability for taking responsibility for emergency situations, increasing the likelihood of failure to provide prompt and accurate emergency treatment.

[0004] Because students' lives are of utmost importance, the emergency response system in schools must be more professional and systematic. Regular training and practice are essential to ensure that school staff understand first aid techniques like CPR, are clearly aware of their roles, and are able to respond quickly in emergencies. In particular, if students and faculty lack specialized training, they may fail to take appropriate action in an emergency, potentially worsening the patient's condition or leading to serious consequences.

[0005] Meanwhile, Korean Patent Publication No. 10-2024-0082432 discloses a "cardiopulmonary resuscitation training system and method," wherein the cardiopulmonary resuscitation training method includes a step of performing cardiopulmonary resuscitation training and a step of collecting cardiopulmonary resuscitation performance information, wherein the step of collecting cardiopulmonary resuscitation performance information includes a step of collecting compression information or artificial ventilation volume information located inside a human body model; a step of measuring the number of compressions; and a step of collecting the compression information by wearing a sensor provided to contact a user's body on the user's body, wherein the step of performing cardiopulmonary resuscitation training includes a step of receiving the cardiopulmonary resuscitation performance information from a measuring device; a step of deriving an analysis result for cardiopulmonary resuscitation performed by the user based on the cardiopulmonary resuscitation performance information including the compression information, artificial ventilation volume information, and the number of compressions; and a step of providing the cardiopulmonary resuscitation training information to the user.

[0006] In the case of the above patent documents, there is an advantage in that it can provide information on the compression position, whether the compression was released, and the amount of artificial respiration during artificial respiration performed by multiple users receiving training to the user conducting CPR training. However, it has the problem of not providing a specific solution that allows school nurses and general staff in a school environment to receive systematic training and clearly perform their respective roles, and to respond immediately and professionally in an emergency situation.

[0007] The present invention was created by comprehensively considering the above matters, and the purpose of the present invention is to provide an integrated cardiopulmonary resuscitation training system based on an application that applies artificial intelligence (AI) technology, thereby enabling school nurses and general teaching staff to receive systematic training and clearly perform their respective roles, and to provide an app-based cardiopulmonary resuscitation training system and method specialized for schools that can maximize the efficiency of first aid in life-threatening situations by enabling an immediate and professional response in emergency situations.

[0008] Another object of the present invention is to provide a school-specific app-based cardiopulmonary resuscitation training system and method that organizes and trains a school emergency medical response team capable of responding quickly and systematically to cardiac arrest situations, thereby enabling each team member of the emergency medical response team, which includes not only school nurses but also general faculty members, to be assigned an accurate role and efficiently divide the work.

[0009] In order to achieve the above purpose, the school-specific app-based CPR training system according to the present invention is:

[0010] This is a system that teaches cardiopulmonary resuscitation (CPR), which is performed as part of emergency treatment in the event of a cardiac arrest at school, through a CPR training app that divides the process into several stages and guides each stage with video, audio, and subtitles.

[0011] In the event of a cardiac arrest within the school, a rescue request transmission unit is provided that allows the first discoverer to report to 119 and send a rescue request to the School Medical Alarm Response Team (SMART) through an app installed on their terminal;

[0012] A rescue request notification display unit that displays a rescue request notification on the terminal of each team member of the SMART according to the transmission of a rescue request from the rescue request transmission unit;

[0013] A main and sub-role assignment unit that automatically assigns a pre-designated main role and multiple sub-roles based on a pre-learned AI-based emergency treatment model based on the distance from the patient;

[0014] A remote rescue request transmission unit that transmits the rescue request to team members who are a certain distance away from the patient so that they can arrive at the scene as a follow-up support team;

[0015] An emergency treatment method provision unit that provides real-time emergency treatment methods for each main role and sub-role assigned by the main and sub-role assignment unit through video, voice, and subtitle guidance for each step; and

[0016] It is characterized in that it includes a control unit that checks the status and controls the operation of each of the above-mentioned rescue request transmission unit, rescue request notification display unit, main and sub role assignment unit, remote rescue request transmission unit, and emergency treatment method provision unit, and records, stores, and manages the contents of emergency treatment performed throughout the entire process in relation to the rescue request transmission unit, rescue request notification display unit, main and sub role assignment unit, remote rescue request transmission unit, and emergency treatment method provision unit.

[0017] Here, when the rescue request transmission unit transmits a rescue request through the app, a rescue request is automatically made through the app, and a rescue request notification can be immediately sent to all team members of the SMART.

[0018] In addition, when displaying a rescue request notification by the rescue request notification display unit, the patient's location can be displayed in real time based on GPS.

[0019] At this time, the patient's indoor location can also be tracked using Wi-Fi or beacon systems.

[0020] At this time, the notification may be displayed on the mobile phone, tablet PC, laptop PC, or desktop PC screen of the SMART team member who received the notification, with priority over other programs.

[0021] In addition, the main role assigned by the main and sub-role assignment department may be composed of a chest compression team, and the sub-roles may be composed of a defibrillator team and a field control team.

[0022] In addition, in relation to the main and sub role assignment section, the emergency treatment model can assign CPR performance by analyzing at least one of the team members' location, fatigue, and role performance possibility.

[0023] In addition, when the above remote rescue request transmission unit transmits a rescue request to team members who are a certain distance away from the patient, the rescue request can also be transmitted to team members who are 500m or more away from the patient.

[0024] In addition, when a follow-up support team arriving at the scene in response to a rescue request transmitted by the above remote rescue request transmission unit approaches within a 5-meter radius of the patient, the above emergency treatment model can automatically reassign roles.

[0025] At this time, the role reassignment can be done by taking into consideration the fatigue of team members and the on-site situation.

[0026] At this time, the above role reassignment can also be automatically updated according to the CPR cycle (2-minute cycle).

[0027] Additionally, the first aid method provided by the first aid method provider can be automatically updated according to the situation.

[0028] In addition, the contents of the above emergency treatment performed, recorded, stored and managed by the above control unit, can be stored and managed in an encrypted manner in compliance with data protection regulations.

[0029] In addition, in order to achieve the above purpose, the school-specific app-based CPR training method according to the present invention is:

[0030] This is a method of teaching cardiopulmonary resuscitation (CPR), which is performed as part of emergency treatment in the event of a cardiac arrest at school, through a CPR training app that divides the process into several stages and guides each stage with video, audio, and subtitles.

[0031] Each step is performed by running the CPR training app (hereinafter referred to as the “App”).

[0032] a) When a cardiac arrest patient occurs within the school, the first discoverer sends a rescue request to the School Medical Alarm Response Team (SMART) through the app installed on his / her terminal along with a 119 report;

[0033] b) Upon transmission of the above structure request, a step of displaying a structure request notification on the terminal of each team member of the SMART;

[0034] c) A step in which a pre-designated main role and multiple sub-roles are automatically assigned by a pre-learned AI-based emergency treatment model according to the distance from the patient;

[0035] d) The rescue request is also transmitted to team members who are a certain distance away from the patient, so that they can arrive at the scene as follow-up support team members;

[0036] e) A step in which emergency treatment methods for each main role and sub-role are provided in real time through video, voice, and subtitle guidance for each step; and

[0037] f) It is characterized by including a step of recording, storing and managing the contents of emergency treatment performed throughout the entire process of steps a) to e).

[0038] Here, when sending a rescue request through the app in the above step a), the rescue request is automatically made through the app, and a rescue request notification can be immediately sent to all team members of the SMART.

[0039] Additionally, in the above step b), the location of the patient can be displayed in real time based on GPS.

[0040] At this time, the patient's indoor location can also be tracked using Wi-Fi or beacon systems.

[0041] At this time, the notification may be displayed on the mobile phone, tablet PC, laptop PC, or desktop PC screen of the SMART team member who received the notification, with priority over other programs.

[0042] Additionally, in the above step c), the main role may be composed of a chest compression team, and the sub roles may be composed of a defibrillator team and a field control team.

[0043] Additionally, in the above step c), the emergency treatment model can assign CPR performance by analyzing at least one of the team members' location, fatigue, and role performance potential.

[0044] Additionally, in step d), the rescue request may also be transmitted to team members located more than 500 m away from the patient.

[0045] Additionally, in step d), when the follow-up support team approaches within a 5m radius of the patient, the emergency treatment model can automatically reassign roles.

[0046] At this time, the role reassignment can be done by taking into consideration the fatigue of team members and the on-site situation.

[0047] At this time, the above role reassignment can also be automatically updated according to the CPR cycle (2-minute cycle).

[0048] Additionally, in step e), the first aid method can be automatically updated according to the situation.

[0049] Additionally, the contents of the first aid performed in step f) above may be stored and managed in an encrypted manner in compliance with data protection regulations.

[0050] According to the present invention, by providing an integrated cardiopulmonary resuscitation training system based on an application that applies artificial intelligence (AI) technology, health teachers and general school staff can receive systematic training and clearly perform their respective roles, and can respond immediately and professionally in emergency situations, thereby having the effect of maximizing the efficiency of emergency treatment for patients in life-threatening situations.

[0051] In addition, by organizing and training a school emergency medical response team capable of responding quickly and systematically to cardiac arrest situations, each member of the emergency medical response team, which includes not only school nurses but also general faculty and staff, can be assigned a clear role and effectively divide up the work.

[0052] Figure 1 is a schematic diagram showing the configuration of an app-based cardiopulmonary resuscitation training system specialized for schools according to the present invention.

[0053] Figure 2 is a flowchart showing the execution process of an app-based CPR training method specialized for schools according to the present invention.

[0054] Hereinafter, embodiments of the present invention will be described in detail with reference to the attached drawings.

[0055] FIG. 1 is a schematic diagram illustrating the configuration of a school-specific app-based cardiopulmonary resuscitation training system according to an embodiment of the present invention.

[0056] Referring to FIG. 1, a school-specific app-based cardiopulmonary resuscitation training system (100) according to the present invention is a system that provides training through a cardiopulmonary resuscitation training app that divides the cardiopulmonary resuscitation (CPR) performance process, which is performed as part of emergency treatment when a cardiac arrest patient occurs in a school, into several stages and guides each stage with video, audio, and subtitles, and may be configured to include a rescue request transmission unit (110), a rescue request notification display unit (120), a main and sub role assignment unit (130), a remote rescue request transmission unit (140), an emergency treatment method provision unit (150), and a control unit (160).

[0057] When a cardiac arrest patient occurs within the school, the rescue request transmission unit (110) transmits a rescue request to the School Medical Alarm Response Team (SMART) through an app installed on the user's terminal (e.g., mobile phone, tablet PC, laptop PC, desktop PC, etc.) along with a 119 report by the first discoverer. Here, when the rescue request transmission unit (110) transmits a rescue request through the app, the rescue request is automatically made through the app, and a rescue request notification can be immediately transmitted to all SMART team members.

[0058] The rescue request notification display unit (120) displays a rescue request notification on the terminal of each SMART team member in response to the transmission of a rescue request from the rescue request transmission unit (110). Here, when displaying the rescue request notification by the rescue request notification display unit (120), the patient's location can be displayed in real time based on GPS. At this time, the patient's indoor location can also be tracked using Wi-Fi or a beacon system. At this time, the notification can also be displayed with priority over other programs on the screen of the SMART team member who received the notification, such as a mobile phone, tablet PC, laptop PC, or desktop PC.

[0059] The main and sub-role assignment unit (130) automatically assigns a pre-designated main role and multiple sub-roles based on a pre-trained AI-based emergency treatment model based on the distance from the patient. Here, the main role assigned by the main and sub-role assignment unit (130) may be comprised of a chest compression team, and the sub-roles may be comprised of a defibrillator team and a field control team. In addition, in relation to the main and sub-role assignment unit (130), the emergency treatment model may assign CPR performance by analyzing at least one of the team members' location, fatigue level, and role performance possibility.

[0060] The remote rescue request transmission unit (140) transmits the rescue request to team members who are located at a certain distance from the patient so that a follow-up support team can arrive at the scene. Here, when the remote rescue request transmission unit (140) transmits the rescue request to team members who are located at a certain distance from the patient, the rescue request can also be transmitted to team members who are located at a distance of 500 m or more from the patient. In addition, when the follow-up support team that arrives at the scene in response to the rescue request transmitted by the remote rescue request transmission unit (140) approaches within a 5 m radius of the patient, the emergency treatment model can automatically reassign roles. At this time, the role reassignment can be performed in consideration of the fatigue of the team members and the on-site situation. At this time, the role reassignment can also be automatically updated according to the CPR cycle (2-minute cycle).

[0061] The first aid method provider (150) provides real-time, step-by-step first aid methods for each main and sub-role assigned by the main and sub-role assignment unit (130) through video, audio, and subtitle guidance. The first aid methods provided by the first aid method provider (150) can be automatically updated as needed.

[0062] The control unit (160) controls the status check and operation of each of the rescue request transmission unit (110), the rescue request notification display unit (120), the main and sub role assignment unit (130), the remote rescue request transmission unit (140), and the emergency treatment method providing unit (150), and records, stores, and manages the contents of the emergency treatment performed throughout the entire process in relation to the rescue request transmission unit (110), the rescue request notification display unit (120), the main and sub role assignment unit (130), the remote rescue request transmission unit (140), and the emergency treatment method providing unit (150). Here, the contents of the emergency treatment performed recorded, stored, and managed by the control unit (160) may be stored and managed in an encrypted manner in compliance with data protection regulations. In Fig. 1, reference numeral 160b represents a database in which an OS and various applications required for system operation, and various information and data related to CPR training are stored.

[0063] Below, a CPR training method based on a school-specific app-based CPR training system according to the present invention having the above-described configuration will be described.

[0064] Figure 2 is a flowchart showing the execution process of an app-based CPR training method specialized for schools according to an embodiment of the present invention.

[0065] The school-specific app-based CPR training method according to the present invention is a method of training through a CPR training app (application) that divides the process of performing CPR, which is performed as part of emergency treatment when a cardiac arrest patient occurs in a school, into several steps and guides each step with video, audio, and subtitles, and each step is performed by executing the CPR training app (hereinafter referred to as the “app”).

[0066] Referring to Figure 2, first, when a cardiac arrest patient occurs within a school, the first discoverer sends a rescue request to the School Medical Alarm Response Team (SMART) via an app installed on their terminal along with a 119 call (step S201). Here, when sending a rescue request via the app, the rescue request is automatically made via the app, and a rescue request notification can be immediately sent to all SMART team members.

[0067] As described above, upon transmission of the rescue request, a rescue request notification is displayed on the terminal of each SMART team member (step S202). In connection with this rescue request notification, the patient's (cardiac arrest patient) location can be displayed in real time based on GPS. The patient's indoor location can also be tracked using Wi-Fi or a beacon system. Furthermore, the notification can be displayed on the mobile phone, tablet PC, laptop PC, or desktop PC of the SMART team member who received the notification, with priority over other programs.

[0068] Thereafter, based on the distance from the patient, a pre-designated main role and multiple sub-roles are automatically assigned by a pre-trained AI-based emergency response model (step S203). Here, the main role may be comprised of a chest compression team, and the sub-roles may be comprised of a defibrillator team and a field control team. Furthermore, the emergency response model may assign CPR performance by analyzing at least one of the team members' locations, fatigue levels, and role performance potential.

[0069] Meanwhile, the rescue request is also transmitted to team members located a certain distance away from the patient, who then arrive at the scene as follow-up support teams (step S204). The rescue request may also be transmitted to team members located more than 500 meters away from the patient. Furthermore, when the follow-up support team approaches within a 5-meter radius of the patient, the emergency response model may automatically reassign roles. This role reassignment may be determined based on team member fatigue and the on-site situation. Furthermore, the role reassignment may be automatically updated based on the CPR cycle (2-minute cycle).

[0070] As described above, once the main and sub-roles are assigned, emergency treatment methods for each main and sub-role are provided in real time through video, audio, and subtitle guidance for each step (step S205). Here, the emergency treatment methods can be automatically updated as needed.

[0071] Finally, the emergency treatment details performed throughout steps S201 to S205 are recorded, stored, and managed (step S206). Here, the emergency treatment details can be stored and managed in an encrypted manner in compliance with data protection regulations.

[0072] Then, below, we will provide a further explanation regarding the school-specific app-based CPR training system and method according to the present invention and its actual application.

[0073] The primary goal of this invention is to organize and train a school emergency medical response team capable of responding quickly and systematically to cardiac arrest situations. Existing school emergency response primarily relies on a single school nurse, which has been criticized for causing delays and inefficiencies in emergency treatment. To overcome this, this invention provides a solution that forms a team that includes not only the school nurse but also general faculty and staff, with each team member assigned a clear role to efficiently divide the work.

[0074] Basic CPR training ensures that all members of the emergency medical response team receive essential CPR training, including high-quality chest compressions and AED use. The training focuses on the early stages of the Chain of Survival: 1) recognizing cardiac arrest and calling for help, 2) bystander CPR, and 3) defibrillation. It is tailored primarily to non-medical staff members to enable them to confidently perform first aid.

[0075] <School-type CPR training and implementation>

[0076] 1. Team composition and role assignment

[0077] The emergency medical response team consists of diverse faculty members, including school nurses. Each team member has predefined main and sub-roles, enabling them to perform their duties quickly and clearly in emergency situations. A pre-trained AI-based analytics model analyzes team members' fatigue, location, and on-site conditions in real time, reassigning roles. Team roles are updated according to the CPR cycle (2-minute cycle).

[0078] The first person to discover a cardiac arrest patient must, in addition to calling 119 and requesting an AED, notify the School Medical Alarm Response Team (SMART) of the patient's presence via the school broadcast system, phone, or messenger. This is called "SMART activation," and each team is organized as follows. It's crucial that each individual focus on their pre-assigned role during CPR, ensuring a well-defined and accurate division of labor.

[0079] 1) Chest Compression Team (First to Arrive): This team consists of staff (healthy adult males and young women who regularly exercise) physically capable of performing chest compressions for two minutes. An AI-based analysis model analyzes fatigue and automatically assigns personnel to rotate chest compressions in two-minute intervals.

[0080] 2) Defibrillator Team (second arrival): This team consists of staff who can accurately perform the AED patch application and heart rhythm analysis. They are familiar with heart rhythm analysis and electric shock application, ensuring they deliver the shock at the appropriate time.

[0081] 3) Health Team (Third Arrival): This team consists of a health nurse and assistants, trained in the use of artificial respiration, oxygenation, and emergency medical equipment. The health nurse administers artificial respiration using an Ambu-bag and supervises the chest compression and defibrillator teams to ensure they are performing their duties correctly. The assistants arrive at the scene with stretchers, splints, and other first aid kits to assist the health nurses.

[0082] 4) Identification Team (Fourth Arrival): This team verifies the student's identity and contacts the guardian. They explain the situation to the guardian through the homeroom teacher and collect information about the patient's underlying medical conditions and hospital visits, which they then forward to the health center team.

[0083] 5) Field Recording Team (Fifth arrival): This team consists of at least two people who record the on-site situation using smartphones, audio recordings, videotapes, and handwritten notes. This information serves as valuable data for subsequent situation assessments and legal resolutions.

[0084] 6) On-Site Control Team (Sixth Arrival): This team is responsible for managing the scene by removing unnecessary personnel and students, controlling traffic, and blocking external visibility. For example, they surround the patient in a circle to block visibility, and they are comprised of at least 10 people to ensure smooth access for 119 ambulances.

[0085] 7) Management Team: Among the on-site control team, the homeroom teacher and other high-ranking personnel are assigned as managers. 7-1) Homeroom Teacher: This person does not participate in CPR, but explains the on-site situation to the guardian and provides psychological stability to the patient. 7-2) On-site Manager: The school's senior managers (head of department, vice principal, principal, etc.) coordinate the entire emergency situation and provide overall management to ensure that each team performs its role smoothly.

[0086] 2. Scenario-based training

[0087] 1) Cardiac arrest outside the classroom

[0088] 1-1) Conduct training by configuring a scenario for cardiac arrest outside the classroom, such as a playground, gymnasium, cafeteria, or laboratory. Starting with the first person to discover the situation (student or teacher), train participants on initial response, including immediate 119 reporting and AED request. Furthermore, train participants on overcoming various obstacles, assuming situations where access to medical equipment is difficult.

[0089] 1-2) In the playground, practice how to quickly control a large number of students, and in the cafeteria, practice emergency response considering realistic obstacles such as a large number of students and kitchen equipment.

[0090] 2) Cardiac arrest in the classroom

[0091] 2-1) Conduct training based on the assumption that cardiac arrest occurs in a classroom during an actual class. The training considers both scenarios where teachers and students quickly divide roles and respond during class, as well as situations where students are dispersed during breaks. In each scenario, training is conducted to overcome the challenges of emergency care by considering environmental constraints, such as desk arrangements and classroom density.

[0092] 3) Cardiac arrest in the health room

[0093] 3-1) The training will be structured around the scenario of a patient experiencing cardiac arrest while resting in the health center. The training will involve a health educator directly initiating CPR, with assistants quickly preparing medical equipment and providing medical assistance. Through training in a setting with easy access to medical equipment, participants will practice methods to improve the speed and quality of emergency care.

[0094] In the present invention, after training based on each scenario described above is completed, an AI-based training analysis model is utilized to provide analysis and feedback to team members, enabling immediate improvement and correction of any deficiencies in the training. This allows each team member to assess their ability to perform their role and improve their ability to respond in the future.

[0095] As described above, the school-specific app-based CPR training system and method according to the present invention provides an integrated CPR training system based on an app that applies artificial intelligence (AI) technology, thereby enabling school nurses and general school staff to receive systematic training and clearly perform their respective roles, and enabling immediate and professional response in emergency situations, thereby having the effect of maximizing the efficiency of emergency treatment for patients in life-threatening situations.

[0096] In addition, by organizing and training a school emergency medical response team capable of responding quickly and systematically to cardiac arrest situations, each member of the emergency medical response team, which includes not only school nurses but also general faculty and staff, can be assigned a clear role and effectively divide up the work.

[0097] While the present invention has been described in detail through preferred embodiments, it is not limited thereto, and it will be apparent to those skilled in the art that various modifications and applications can be made without departing from the technical spirit of the present invention. Therefore, the true scope of protection of the present invention should be interpreted by the following claims, and all technical ideas within the scope equivalent thereto should be construed as being included within the scope of the rights of the present invention.

Claims

1. This is a system that teaches cardiopulmonary resuscitation (CPR), which is performed as part of emergency treatment in the event of a cardiac arrest at school, through a CPR education app that divides the process into several stages and guides students through each stage with video, audio, and subtitles. In the event of a cardiac arrest at school, a rescue request transmission unit is provided that allows the first discoverer to report to 119 and send a rescue request to the School Medical Alarm Response Team (SMART) through an app installed on their terminal; A rescue request notification display unit that displays a rescue request notification on the terminal of each team member of the SMART according to the transmission of a rescue request from the above rescue request transmission unit; Main and sub-role assignment unit that automatically assigns a pre-designated main role and multiple sub-roles based on the distance from the patient using a pre-learned AI-based emergency treatment model; A remote rescue request transmission unit that transmits the rescue request to team members who are located a certain distance away from the patient so that they can arrive at the scene as a follow-up support team; An emergency treatment method provision unit that provides real-time emergency treatment methods for each main role and sub-role assigned by the main and sub-role assignment unit through video, voice, and subtitle guidance for each step; and A school-specific app-based CPR training system, which controls the status check and operation of each of the rescue request transmission unit, the rescue request notification display unit, the main and sub role assignment units, the remote rescue request transmission unit, and the emergency treatment method providing unit, and records, stores, and manages the contents of emergency treatment performed throughout the entire process in relation to the rescue request transmission unit, the rescue request notification display unit, the main and sub role assignment units, the remote rescue request transmission unit, and the emergency treatment method providing unit.

2. In paragraph 1, A school-specific app-based CPR training system, characterized in that when the rescue request transmission unit transmits a rescue request through the app, a rescue request is automatically made through the app, and a rescue request notification is immediately sent to all team members of the SMART.

3. In paragraph 1, A school-specific app-based CPR education system, characterized in that the patient's location is displayed in real time based on GPS when displaying a rescue request notification by the rescue request notification display unit.

4. In paragraph 3, A school-specific app-based CPR training system featuring indoor location tracking of said patient using Wi-Fi or beacon systems.

5. In paragraph 3, A school-specific app-based CPR training system characterized by displaying notifications on the mobile phones, tablet PCs, laptop PCs, and desktop PCs of SMART team members who have received the notifications with priority over other programs.

6. In paragraph 1, A school-specific app-based cardiopulmonary resuscitation training system, characterized in that the main role assigned by the main and sub-role assignment department is comprised of a chest compression team, and the sub-roles are comprised of a defibrillator team and a field control team.

7. In paragraph 1, A school-specific app-based CPR training system, characterized in that the first aid model assigns CPR performance by analyzing at least one of the team members' location, fatigue, and role performance possibility in relation to the main and sub role assignment section.

8. In paragraph 1, A school-specific app-based CPR training system, characterized in that the above remote rescue request transmission unit transmits a rescue request to team members who are at least a certain distance away from the patient, and transmits a rescue request to team members who are at least 500 m away from the patient.

9. In paragraph 1, A school-specific app-based CPR training system, characterized in that when a follow-up support team arriving at the scene in response to a rescue request transmitted by the above remote rescue request transmission unit approaches within a 5-meter radius of the patient, the above emergency treatment model automatically reassigns roles.

10. In paragraph 9, A school-specific app-based CPR training system characterized by the above role reassignment taking into account team member fatigue and on-site situations.

11. In paragraph 9, A school-specific app-based CPR training system featuring role reassignment that is automatically updated according to the CPR cycle (2-minute cycle).

12. In paragraph 1, A school-specific app-based CPR training system, characterized in that the first aid method provided by the first aid method provider is automatically updated according to the situation.

13. In paragraph 1, A school-specific app-based CPR training system, characterized in that the contents of the first aid performed, recorded, stored and managed by the above control unit, are stored and managed in an encrypted manner in compliance with data protection regulations.

14. A method of teaching cardiopulmonary resuscitation (CPR), which is performed as part of emergency treatment in the event of a cardiac arrest patient at school, through a CPR education app (application) that divides the process of performing CPR into several stages and guides each stage with video, audio, and subtitles, and each stage is performed by running the CPR education app (hereinafter referred to as the “app”). a) When a cardiac arrest patient occurs within the school, the first discoverer sends a rescue request to the School Medical Alarm Response Team (SMART) through the app installed on his / her terminal along with a 119 report; b) a step in which a rescue request notification is displayed on the terminal of each team member of the SMART according to the transmission of the above rescue request; c) a step in which a pre-designated main role and multiple sub-roles are automatically assigned by a pre-learned AI-based emergency treatment model according to the distance from the patient; d) The rescue request is also transmitted to team members who are located at a certain distance from the patient so that they can arrive at the scene as follow-up support team members; e) a step in which emergency treatment methods are provided in real time through video, voice, and subtitle guidance for each step for each main role and sub-role; and f) A school-specific app-based CPR training method including the steps of recording, storing, and managing the contents of performing emergency treatment throughout the entire process of steps a) to e).

15. In paragraph 14, A school-specific app-based CPR training method, characterized in that when a rescue request is sent through the app in the above step a), the rescue request is automatically made through the app and a rescue request notification is immediately sent to all team members of the SMART.

16. In paragraph 14, A school-specific app-based CPR training method, characterized in that in step b), the patient's location is displayed in real time based on GPS.

17. In paragraph 16, A school-specific app-based CPR training method characterized by also tracking the indoor location of said patient using Wi-Fi or beacon systems.

18. In paragraph 16, A school-specific app-based CPR training method characterized in that the notification is displayed on the mobile phone, tablet PC, laptop PC, or desktop PC screen of a SMART team member who has received the notification with priority over other programs.

19. In paragraph 14, A school-specific app-based cardiopulmonary resuscitation training method, characterized in that in the above step c), the main role is composed of a chest compression team, and the sub-roles are composed of a defibrillator team and a field control team.

20. In paragraph 14, A school-specific app-based cardiopulmonary resuscitation training method, characterized in that in the above step c), the first aid model assigns CPR performance by analyzing at least one of the team members' location, fatigue, and role performance potential.

21. In paragraph 14, A school-specific app-based CPR training method, characterized in that the rescue request is also transmitted to team members who are more than 500 m away from the patient in step d).

22. In paragraph 14, A school-specific app-based CPR training method, characterized in that the emergency treatment model automatically reassigns roles when the follow-up support team approaches within a 5-meter radius of the patient in step d).

23. In paragraph 22, A school-specific app-based CPR training method characterized by the above role reassignment being carried out in consideration of team member fatigue and on-site situations.

24. In paragraph 22, A school-specific app-based CPR training method characterized by the above role reassignment being automatically updated according to the CPR cycle (2-minute cycle).

25. In paragraph 14, A school-specific app-based CPR training method, characterized in that in the above step e), the first aid method is automatically updated according to the situation.

26. In paragraph 14, A school-specific app-based CPR training method, characterized in that the contents of the first aid performed in step f) above are stored and managed in an encrypted manner in compliance with data protection regulations.

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