Publication: Learning cardiopulmonary resuscitation theory with face-to- face versus audiovisual instruction for secondary school students: a randomized controlled trial
Authors
Cerezo Espinosa, Cristina
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Publisher
Sociedad Española de Medicina de Urgencias y Emergencias
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DOI
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info:eu-repo/semantics/article
Description
© 2018 Sociedad Española de Medicina de Urgencias y Emergencias
This document is the published version of a published work that appeared in final form in Emergencias. .
Abstract
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.
Keywords: Basic life support. First aid. Video. Obligatory secondary education.
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Citation
Emergencias. 2018 30:28-34
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