DOI

Objective:
This study evaluated self-trained basic life support (BLS) skills acquired from an e-learning platform to design a complementary in-class training approach.

Design:
In total, 41 students (15–17 years, 29 men) participated in a pilot study on self-training in BLS. After 6 weeks, a compression-only cardiopulmonary resuscitation (CPR) test assessed the skills acquired.

Setting:
A practice-based research setting. All data were collected in Flemish secondary schools in the context of the regular school curriculum.

Methods:
All tests were video-recorded. Data on motor skills were additionally collected on a Resusci Anne mannequin with Skillreporting software®. Quantitative data were analysed by analysis of variance (ANOVA). The qualitative aspects of basic life-saving actions were evaluated using European Resuscitation Council (ERC) guidelines.

Results:
Alerting emergency services, checking for consciousness and placing electrodes can be learned autonomously and be taught by means of pre-instruction. Hands-on training is necessary for compression skills and freeing the airway.

Conclusion:
Self-training in BLS offers insight into a flipped classroom CPR training strategy. Hands-on training should focus on motor skills, including head tilt and compression depth.
Original languageEnglish
Pages (from-to)946 - 955
Number of pages10
JournalHealth Education Journal
Volume76
Issue number8
DOIs
Publication statusPublished - Dec 2017

    Research areas

  • BLS, BLS training, flipped classroom, health promotion, physical education

ID: 34595908