Mastery versus self-directed blended learning in basic life support: a randomised controlled trial

Abstract

Background: Blended learning combines online learning with face-to-face learning. Research investigating the effect of different blended learning models to teach Basic Life Support (BLS) is lacking. Objectives: To investigate the effect of a mastery learning (ML) versus a self-directed learning (SDL) blend on students' BLS performance. In ML, students learn BLS as a linear sequence meaning each step should be 'mastered' prior to advancing to the next. In SDL, students' autonomy is increased for his or her learning trajectory leading to non-linear, user driven learning paths. Methods: A randomized controlled trial. Four conditions were created by combining two learning models (SDL and ML) in two learning phases (online and face to face). Bachelor students (n = 145) were randomized over these four conditions. In all blends an online learning module was available for one week prior to a face-to-face learning component of which the duration was 45 minutes. All learners' BLS performance was assessed individually and unannounced one week following blended learning. An individual BLS score was calculated combining cardiopulmonary resuscitation (CPR) variables reported by a Laerdal ResusciAnne Manikin and qualitative observations by two trained researchers. Results: Students' CPR performance adhered to international 2015 guidelines for all groups. Median BLS-performance was 83.0% (interquartile range 13.2%). No statistical differences between groups were found for BLS performance or CPR variables. Conclusion: All blended learning models were highly time-effective since the face-toface component only took 45 minutes and learning outcomes adhered to guidelines.

Evaluation of class participation in non-face-to-face CPR training for medical students

“…Our findings that NFF is not inferior to FF education for CPR knowledge and skills is consistent with those of previous studies [ 9 , 10 , 20 , 21 ]. The successful outcome on post-training assessment for both groups might reflect the fact that all students in the study sample had at least one BLS training experience, as they were third-year medical students.…”

Attitudes and willingness toward out-of-hospital cardiopulmonary resuscitation: a questionnaire study among the public trained online in China

“…10 In recent years, online training is an a feasible way for the public to gain first-aid knowledge, and according to several studies has brought a similar quality to the learning of CPR techniques. [39][40][41] Therefore, as a nation, we should call for full use of online platforms, to provide quality and free CPR training for the wider public.…”

The role of specialised content knowledge in teaching basic life support

“…The European Resuscitation Council and The American Heart Association). Although the potential of this teaching strategy is generally recognised in BLS education, its effectiveness remains unclear (Greif et al, 2015) and critiques have been made about a lack of clarity on instructional design and scientific underpinnings (Brennan, 2014; Madou and Iserbyt, 2020).…”

“…In this model, learners work in pairs to maximise each other’s learning by alternating between assuming a role as ‘doer’ and a role as ‘helper’. All iPads were running an application called ‘StartnHart’, specifically designed to learn BLS using reciprocal peer learning and shown to be effective in previous research (Doucet et al, 2019; Iserbyt et al, 2014; Iserbyt et al, 2017; Madou and Iserbyt, 2020). During the following 20 minutes, learners alternated roles of doer and helper every 5 minutes.…”