Summary

Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial

Cerezo Espinosa C, Nieto Caballero S, Juguera Rodríguez L, Castejón-Mochón JF, Segura Melgarejo F, Sánchez Martínez CM, López López A, Pardo Ríos M

Affiliation of the authors

Programa de Doctorado en Ciencias de la Salud, Universidad Católica de Murcia (UCAM), Spain. Hospital Universitario Virgen de la Arrixaca de Murcia, Spain. Gerencia de Urgencias y Emergencias 061 de la Región de Murcia, Spain. Universidad Católica de Murcia (UCAM), Spain. Universidad Miguel Hernández, Área de Electrónica, Departamento Ingeniería de Comunicaciones, Spain.

DOI

Quote

Cerezo Espinosa C, Nieto Caballero S, Juguera Rodríguez L, Castejón-Mochón JF, Segura Melgarejo F, Sánchez Martínez CM, et al. Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial. Emergencias. 2018;30:28-34

Summary

Objective.

To compare secondary students’ learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction.

Methods.

A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction,

and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later.

Results.

The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<.001) and 6.00 (3.33) (P<.001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. Conclusion. No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

 

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