Is there a testing effect for CPR/AED skills in laypersons?

Nijhuis, Jeroen Oude; Worp, Wim Van der; Ploeg, Joost Van de; Vries, W. de

doi:10.1016/j.resuscitation.2012.08.277

Cited by 2 publications

(2 citation statements)

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“…Data published in abstract form showed that test-enhanced learning works in the context of BLS training for adults,28 whereas data in the context of BLS education for schoolchildren is missing. Test-enhanced learning could be an effective and resource-friendly tool for schoolchildren since short tests could be administered by school staff during regular lectures with only minor changes to normal classroom practises.…”

Section: Discussionmentioning

confidence: 99%

Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study

et al. 2019

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IntroductionTo increase the rate of bystander resuscitation, basic life support (BLS) training for schoolchildren is now recommended on a broad level. However, debate continues about the optimal teaching methods. In this study, we investigated the effects of a 90 min BLS training on female pupils’ BLS knowledge and self-confidence and whether learning outcomes were influenced by the instructors’ professional backgrounds or test-enhanced learning.MethodsWe conducted a cluster randomised, longitudinal trial in a girls’ grammar school in Germany from 2013 to 2014. Pupils aged 10–17 years were randomised to receive BLS training conducted by either emergency physicians or medical students. Using a multiple-choice questionnaire and a Likert-type scale, BLS knowledge and self-confidence were investigated before training (t0), 1 week (t1) and 9 months after training (t2). To investigate whether test-enhanced learning influenced learning outcomes, the questionnaire was administered 6 months after the training in half of the classrooms. The data were analysed using linear mixed-effects models.ResultsThe study included 460 schoolchildren. BLS knowledge (mean number of correct answers) increased from 5.86 at t0 to 9.24 at t1 (p<0.001) and self-confidence (mean score on the Likert-type scale) increased from 8.70 at t0 to 11.29 at t1 (p<0.001). After 9 months, knowledge retention was good (8.94 at t2; p=0.080 vs t1), but self-confidence significantly declined from t1 to 9.73 at t2 (p<0.001). Pupils trained by medical students showed a slight but statistically significant greater increase in the knowledge at both t1 and t2, whereas instructors’ background did not influence gain or retention of self-confidence. Retesting resulted in a marginally, non-significantly better retention of knowledge.ConclusionsBLS training led to short-term gains in knowledge and self-confidence. Although knowledge was retained at 9 months after the training session, self-confidence significantly decreased. Interim testing did not appear to impact retention of knowledge or self-confidence. Medical students should be considered as instructors for these courses given their favourable learning outcomes and greater availability.

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Section: Discussionmentioning

confidence: 99%

Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study

et al. 2019

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“…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]).…”

Section: Additional Intervention With a Practical Skill Test Includinmentioning

confidence: 99%

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

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Is there a testing effect for CPR/AED skills in laypersons?

Cited by 2 publications

References 3 publications

Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study

Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study

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

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