day face-to-face course. e-learning access data were collected through the Learning Management System (LMS). All 53 participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect 54 alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were 55 analysed. 56 57 Results 58The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The 59 first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, 60 ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, 61 CAS-Test and overall assessment. Median time spent on the e-learning was 5.2 hours (IQR 3.7-7.1). There was a large 62 range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the 63 overall result (OR 0.98, P=0.367) on simulated learning outcome. 64 65 Conclusion 66Clinical experience through core membership of cardiac arrest teams and previous ILS or ALS training were 67 independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not 68 affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-69 learning experience to their specific needs.

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Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs.

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