Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept

Abstract

Background: The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy). Methods: This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes. Results: Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: − 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06).Conclusion: This study could not resolve the question, if self-regulated learning in peer-groups improves selfefficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills. Trial registration: ISRCTN17334920, retrospectively registered 07.03.2019.

European Resuscitation Council Guidelines 2021: Education for resuscitation

“…33 No evidence exists about which educational strategy to teach school children is the most effective. 37 Therefore, the format of teaching CPR will vary depending upon local requirements and circumstances. One example of a successful approach to teaching school children is of medical students acting as resuscitation teachers.…”

Evolution of Bystander Intention to Perform Resuscitation since last Training: an Online Survey

“…There could also be a signi cant and lasting effect of starting CPR training at an earlier stage than what is currently done in Switzerland. Many studies have indeed provided evidence that BLS training yields excellent results in schoolchildren [29,30].…”

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“…The control variables assessed were gender, learner experience, learner support, ethnicity, students’ high school GPA, assignment scores, and the number of times students attended online lectures. We included these variables because previous research shows that they affect academic performance expectations (Russell et al, 2020) and SRL strategies (Alghamdi et al, 2020; Süss-Havemann et al, 2020).…”