The effect of content knowledge and repeated teaching on teaching and learning basic life support: a cluster randomised controlled trial

Iserbyt, Peter; Madou, Tom

doi:10.1080/00015385.2021.1969109

Cited by 6 publications

(10 citation statements)

References 27 publications

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“…In the first class, no significant difference was found between the teachings of the common knowledge group and the specialized knowledge group (p = 0.56). As for the second class, the BLS performance was higher in the specialized knowledge group compared to the other group (p = 0.032) 13 .…”

Section: Physical Education Teachers and 235 Students From Two Schoolsmentioning

confidence: 87%

“…Kesici et al 14 confirm that this model can qualify more trainers since instructors who their peers trained were as efficient as those taught by specialists. Still, in this perspective, Iserbyt and Madou 13 discuss that training in pairs to encourage the evaluation of the errors of their companions is very useful, given that they make educators capable of identifying and correcting students' mistakes.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, it is worth noting that some studies have presented data that guarantee an improvement if more than one class is given. Kesici et al and Iserbyt and Madou [13][14] ensure that only one session does not have the same effect on increasing students' knowledge about CPR, with a significant improvement in applying more than one class on the subject.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of the efficiency of the different methods of teaching cardiopulmonary resuscitation to children and adolescents: integrative review

Martins

Melo

Reis³

et al. 2023

Rev Cienc Saude

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Objective: To evaluate the efficiency of different teaching methods of Basic Life Support for lay students from 12 years of age. Methods: A search was carried out for articles on the MEDLINE/PubMed and Lilacs/BVS platforms between December 2021 and January 2022 to answer the guiding question, "How effective are the different teaching methods of cardiopulmonary resuscitation for children and adolescents?". Articles published in English and Portuguese in the last five years were included. Results: Seven articles addressed teaching methods: self-regulated learning, training of teachers followed by students, peer education, online teaching associated with practical self-training, distance learning, digital training added to practice, and application use through a tablet with subsequent evaluation. In all studies, there was a comparison between intervention and conventional training. In general, all teaching methods contributed to developing the ability to act in trauma situations, but strategies that involved the presence of instructors in training showed better short- and long-term results. Conclusion: this study verified the findings in the literature regarding the effectiveness of different BLS teaching methods for children and adolescents. Among all approaches, better performance was observed in methods that had the presence of instructors, who offered feedback to students and reduced distractions. However, digital, self-regulated, and peer teaching also proved viable. Therefore, the choice of method should be based on the target audience's reality.

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Section: Physical Education Teachers and 235 Students From Two Schoolsmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of the efficiency of the different methods of teaching cardiopulmonary resuscitation to children and adolescents: integrative review

Martins

Melo

Reis³

et al. 2023

Rev Cienc Saude

View full text Add to dashboard Cite

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“…There is a pressing need for professional development and appropriate engagement in initial teacher training to make teachers confident and effective in teaching BLS (Brennan, 2014; Dumcke et al, 2019; Zinckernagel et al, 2016). Research shows schoolteachers can be successful in teaching BLS (Iserbyt and Madou, 2021; Iserbyt et al, 2017; Otero-Agra et al, 2022) and achieve similar learning outcomes in children compared to experts such as emergency physicians (Lukas et al, 2016). Current guidelines even suggest schoolteachers are the most appropriate people to teach BLS to children (Greif et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…To date, limited research has shown that how BLS instructors are trained affects how they teach and the learning outcomes they achieve (Iserbyt and Madou, 2021; Iserbyt et al, 2017; Ward et al, 2015). This study systematically replicates but extends previous work on the effect of content knowledge on teaching and learning BLS (Iserbyt and Madou, 2021; Iserbyt et al, 2017). Systematic replication serves to validate previous research and is a fundamental element of good science (Cai et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The role of specialised content knowledge in teaching basic life support

Madou

Depaepe

Ward

et al. 2023

Health Education Journal

Self Cite

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Objective: To investigate the role of specialised content knowledge in instructor training on the teaching and learning of basic life support (BLS) in secondary schools. Design: Cluster randomised controlled trial. Setting: Data were collected in three Flemish secondary schools during physical education classes. Method: Three secondary schools were randomly assigned to a 60-minute BLS instructor training without (one school, three teachers) or with (two schools, five teachers) a focus on recognising and addressing common errors. Knowledge of common errors in the performance of BLS and how to correct these is referred to as specialised content knowledge. Following instructor training, all teachers taught BLS lessons to different students. Teachers’ use of time and interactions were assessed by means of systematic observation. BLS performance was assessed individually and unannounced to students ( n = 294) one week following their training using a validated protocol. Results: On average, specialised content knowledge teachers interacted more with their students compared to common content knowledge teachers (8 vs 3 teacher interactions per lesson to the class as a whole, 43 vs 31 teacher interactions per lesson to students individually). In addition, students taught by specialised content knowledge teachers achieved significantly higher BLS scores (66% vs 61%; p < .05). Overall, average BLS performance of students correlated positively with the amount of time reserved for hands-on practice, r(21) = .51; p < .05. Conclusion: Specialised content knowledge (i.e. recognising and addressing common errors) should be part of BLS instructor training courses.

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Methods to teach schoolchildren how to perform and retain cardiopulmonary resuscitation (CPR) skills: A systematic review and meta-analysis

Allan,

Mammarella,

Visanji

et al. 2023

Resuscitation Plus

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The effect of content knowledge and repeated teaching on teaching and learning basic life support: a cluster randomised controlled trial

Cited by 6 publications

References 27 publications

Evaluation of the efficiency of the different methods of teaching cardiopulmonary resuscitation to children and adolescents: integrative review

Evaluation of the efficiency of the different methods of teaching cardiopulmonary resuscitation to children and adolescents: integrative review

The role of specialised content knowledge in teaching basic life support

Methods to teach schoolchildren how to perform and retain cardiopulmonary resuscitation (CPR) skills: A systematic review and meta-analysis

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