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

Cerezo Espinosa, Cristina

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

dc.contributor.author	Cerezo Espinosa, Cristina
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.coverage.spatial	Basic life support	es
dc.coverage.spatial	First aid	es
dc.coverage.spatial	Video	es
dc.coverage.spatial	Obligatory secondary education	es
dc.date.accessioned	2025-03-24T12:46:15Z
dc.date.available	2025-03-24T12:46:15Z
dc.date.issued	2018
dc.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. .	es
dc.description.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.	es
dc.format	application/pdf	es
dc.format.extent	7	es
dc.identifier.citation	Emergencias. 2018 30:28-34
dc.identifier.issn	Print.: 1137-6821
dc.identifier.issn	Electronic.: 2386-5857
dc.identifier.uri	http://hdl.handle.net/10201/152120
dc.language	eng	es
dc.publisher	Sociedad Española de Medicina de Urgencias y Emergencias	es
dc.relation	Sin financiación externa a la Universidad	es
dc.rights.accessRights	info:eu-repo/semantics/restrictedAccess
dc.title	Learning cardiopulmonary resuscitation theory with face-to- face versus audiovisual instruction for secondary school students: a randomized controlled trial	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es