Peter Iserbyt1, Lieselot Theys2, Phillip Ward3, Nathalie Charlier4. 1. KU Leuven, Physical Activity, Sports & Health Research Group, Tervuursevest 101, B-3001 Leuven, Belgium. Electronic address: peter.iserbyt@kuleuven.be. 2. KU Leuven, Physical Activity, Sports & Health Research Group, Tervuursevest 101, B-3001 Leuven, Belgium. 3. Department of Human Sciences, The Ohio State University, 305 West 17th Avenue 256, Columbus, OH 43210-1224, USA. 4. KU Leuven, Specific Teacher Training Programme in Health Sciences, Tervuursevest 101, B-3001 Leuven, Belgium.
Abstract
BACKGROUND: Research investigating the effect of specialised content knowledge (SCK) on teaching and learning Basic Life Support (BLS) is lacking. PURPOSE: To investigate the effect of a specialised content knowledge workshop on teaching behaviour, lesson context and student learning of BLS. Specialised content knowledge comprises knowledge of content progressions, skill analysis, and how to correct common errors. METHODS: A cluster randomized controlled trial. Ten elementary teachers from three schools were assigned to a common content knowledge (n=4) and specialized content knowledge condition (n=6). Common content knowledge teachers received a 50-min BLS workshop focused on learning BLS. Next to learning BLS, specialised content knowledge teachers also practised the teaching of BLS focussing on skill progressions, skill analysis and how to correct common errors children would likely make. Teachers then taught one BLS lesson and their behaviour together with lesson context was collected through direct observation. BLS performance of 203 children (mean age: 11.3 years) was individually assessed immediately after the lesson. RESULTS: Students taught by specialised content knowledge teachers spent more time practising BLS (57% vs 30%), were less engaged in cognitive activities (29% vs 55%) and achieved a significantly higher BLS performance (62% vs 57%) compared to students taught by common content knowledge teachers, P<.05. Specialised content knowledge teachers on average gave more feedback (31 vs 19). DISCUSSION AND CONCLUSION: This study demonstrates that a 50-min workshop with a focus on specialised content knowledge impacted teachers' in-class behaviour, which in turn significantly improved students' BLS performance.
RCT Entities:
BACKGROUND: Research investigating the effect of specialised content knowledge (SCK) on teaching and learning Basic Life Support (BLS) is lacking. PURPOSE: To investigate the effect of a specialised content knowledge workshop on teaching behaviour, lesson context and student learning of BLS. Specialised content knowledge comprises knowledge of content progressions, skill analysis, and how to correct common errors. METHODS: A cluster randomized controlled trial. Ten elementary teachers from three schools were assigned to a common content knowledge (n=4) and specialized content knowledge condition (n=6). Common content knowledge teachers received a 50-min BLS workshop focused on learning BLS. Next to learning BLS, specialised content knowledge teachers also practised the teaching of BLS focussing on skill progressions, skill analysis and how to correct common errors children would likely make. Teachers then taught one BLS lesson and their behaviour together with lesson context was collected through direct observation. BLS performance of 203 children (mean age: 11.3 years) was individually assessed immediately after the lesson. RESULTS: Students taught by specialised content knowledge teachers spent more time practising BLS (57% vs 30%), were less engaged in cognitive activities (29% vs 55%) and achieved a significantly higher BLS performance (62% vs 57%) compared to students taught by common content knowledge teachers, P<.05. Specialised content knowledge teachers on average gave more feedback (31 vs 19). DISCUSSION AND CONCLUSION: This study demonstrates that a 50-min workshop with a focus on specialised content knowledge impacted teachers' in-class behaviour, which in turn significantly improved students' BLS performance.
Authors: Paula Pais-Roldán; María Del Carmen Olmos-Gómez; Jesús Manuel Cuevas-Rincón; Mónica Luque-Suárez Journal: Eur J Investig Health Psychol Educ Date: 2022-07-20