Abstract
Objective:
This study evaluated self-trained basic life support (BLS) skills acquired from an e-learning platform to design a complementary in-class training approach.
Design:
In total, 41 students (15–17 years, 29 men) participated in a pilot study on self-training in BLS. After 6 weeks, a compression-only cardiopulmonary resuscitation (CPR) test assessed the skills acquired.
Setting:
A practice-based research setting. All data were collected in Flemish secondary schools in the context of the regular school curriculum.
Methods:
All tests were video-recorded. Data on motor skills were additionally collected on a Resusci Anne mannequin with Skillreporting software®. Quantitative data were analysed by analysis of variance (ANOVA). The qualitative aspects of basic life-saving actions were evaluated using European Resuscitation Council (ERC) guidelines.
Results:
Alerting emergency services, checking for consciousness and placing electrodes can be learned autonomously and be taught by means of pre-instruction. Hands-on training is necessary for compression skills and freeing the airway.
Conclusion:
Self-training in BLS offers insight into a flipped classroom CPR training strategy. Hands-on training should focus on motor skills, including head tilt and compression depth.
This study evaluated self-trained basic life support (BLS) skills acquired from an e-learning platform to design a complementary in-class training approach.
Design:
In total, 41 students (15–17 years, 29 men) participated in a pilot study on self-training in BLS. After 6 weeks, a compression-only cardiopulmonary resuscitation (CPR) test assessed the skills acquired.
Setting:
A practice-based research setting. All data were collected in Flemish secondary schools in the context of the regular school curriculum.
Methods:
All tests were video-recorded. Data on motor skills were additionally collected on a Resusci Anne mannequin with Skillreporting software®. Quantitative data were analysed by analysis of variance (ANOVA). The qualitative aspects of basic life-saving actions were evaluated using European Resuscitation Council (ERC) guidelines.
Results:
Alerting emergency services, checking for consciousness and placing electrodes can be learned autonomously and be taught by means of pre-instruction. Hands-on training is necessary for compression skills and freeing the airway.
Conclusion:
Self-training in BLS offers insight into a flipped classroom CPR training strategy. Hands-on training should focus on motor skills, including head tilt and compression depth.
| Original language | English |
|---|---|
| Pages (from-to) | 946 - 955 |
| Number of pages | 10 |
| Journal | Health Education Journal |
| Volume | 76 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - Dec 2017 |
Keywords
- BLS
- BLS training
- flipped classroom
- health promotion
- physical education