Peter Iserbyt1, Liesbet Mols1, Nathalie Charlier2, Sophie De Meester1. 1. Research Centre for Physical Activity, Health & Sport, Katholieke Universiteit (KU) Leuven, Leuven, Belgium. 2. Specific Teacher Training Program in Health Sciences, KU Leuven, Leuven, Belgium.
Abstract
BACKGROUND:Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. OBJECTIVE: Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. METHODS: There were 175 students (mean age = 18.9 years) randomized across areciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). RESULTS: At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. CONCLUSION:Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS.
RCT Entities:
BACKGROUND: Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. OBJECTIVE: Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. METHODS: There were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). RESULTS: At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. CONCLUSION: Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS.
Authors: Daniel Huhn; Wolfgang Eckart; Kianush Karimian-Jazi; Ali Amr; Wolfgang Herzog; Christoph Nikendei Journal: BMC Med Educ Date: 2015-06-18 Impact factor: 2.463
Authors: Justin D Salciccioli; Dominic C Marshall; Mark Sykes; Alexander D Wood; Stephanie A Joppa; Madhurima Sinha; P Boon Lim Journal: BMJ Open Date: 2017-01-06 Impact factor: 2.692