Comparison of instructor-led automated external defibrillation training and three alternative DVD-based training methods

Part 14: Education

“…27,41,70,71 There was no significant difference between these methods. 27,41,70,71 Two studies evaluated self-instruction combined with instructor-led training versus traditional courses; one study showed equivalent results, 70 whereas the other demonstrated that self-instruction combined with instructor-led AED training was inferior to traditional methods. 27 A combination of self-instruction and instructor-led teaching with hands-on training can be considered as an alternative to traditional instructor-led courses for lay providers.…”

Part 8: Education, Implementation, and Teams

“…16,36,37,[39][40][41][42] The included studies used manikin-based scenarios as the standard method for assessment, and end points did not extend beyond skill retention after 6 months. Substantial heterogeneity was found for interventions and controls, and for time points of assessment.…”

Bystander CPR: New aspects of CPR training among students and the importance of bystander education level on survival

“…The test was necessary to show the level of skill acquisition. 157 Because tests in various formats can increase learning outcomes, [158][159][160] and the same applies to feedback, 134 we chose to investigate if the test contributed to the learning session. Thus, some classes were randomized to CPR training only, which meant that they only performed the test at 6 months (app-based CPR training only [AO] and DVD-based CPR training only [DO]).…”

“…A skill test directly after training was necessary to demonstrate the initial level of skill acquisition. 157 Skills in CPR can deteriorate within 3-6 months, 12,89 therefore the skill test was also performed after six months. All the tests were conducted in a room at the schools, one student at a time.…”

“…It is unclear whether this outcome is a result of further hands-on training on the manikin under supervision of the investigator for three minutes or a result of the individual feedback the students received after the test for two minutes. 157 The effects of feedback depend on the level, context, timing and on the receiver. 135 Feedback on assessed work or answering the question "where to next", i.e.…”