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.
Abelairas-GómezaCRodríguez-NúnezACasillas-CabanacMet al. (2014) Schoolchildren as life savers: At what age do they become strong enough?Resuscitation85: 814–819.
2.
AbeysekeraLDawsonP (2015) Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development34(1): 1–14.
3.
AidinopoulouVSampsonDG (2017) An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology & Society20(1): 237–247.
4.
BottigerBBossaertLCastrenMet al. (2016) Kids save lives – ERC position statement on school children education in CPR: ‘Hands that help – Training children is training for life’. Resuscitation105: A1–A3.
5.
BreckwoldtJLockeyABossaertLet al. (2013) National implementation of CPR training programmes for school children in Europe. Resuscitation84(supplement1): S40.
6.
CaveDMAufderheideTPBeesonJet al. (2011) Importance and implementation of training in cardiopulmonary resuscitation and automated external defibrillation in schools: A science advisory from the American Heart Association. Circulation123: 691–706.
7.
De AraujoZOttenSBirisciS (2017) Mathematics teachers’ motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education62: 60–70.
8.
ElchardusMOpdeBeeckSDuquetFet al. (2008) Synthesis of attainment targets in cross-subject secondary education: A study into the relevance and feasibility of cross-subject attainment targets in secondary education (summary and recommendations). Report from the research group TOR Vrije Universiteit Brussel, Report no. 2008/037. Brussels: VUB. Available at: http://socipc1.vub.ac.be/torwebdat/publications/t2008_37.pdf
9.
FletcherDGallowayRChamberlainDet al. (2008) Basics in advanced life support: A role for download audit and metronomes. Resuscitation78(2): 127–134.
10.
GalwayLPCorbettKKTakaroTKet al. (2014) A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education14: 181.
11.
GoodyearVDudleyD (2015) ‘I’m a facilitator of learning!’ Understanding what teachers and students do within student-centered physical education models. Quest67: 274–289.
12.
HamasuSMorimotobTKuramotobNet al. (2009) Effects of BLS training on factors associated with attitude toward CPR in college students. Resuscitation80: 359–364.
13.
HandleyAKosterRMonsieursKet al. (2005) European Resuscitation Council Guidelines for Resuscitation. Resuscitation67(S1): S7–S23.
14.
KanstadBKNilsenSAFredriksenK (2011) CPR knowledge and attitude to performing bystander CPR among secondary school students in Norway. Resuscitation82: 1053–1059.
15.
KernKStickneyREGallisondLet al. (2010) Metronome improves compression and ventilation rates during CPR on a manikin in a randomized trial. Resuscitation81: 206–210.
16.
KimMKKimSMKheraOet al. (2014) The experience of three flipped classrooms in an Urban University: An exploration of design principles. Internet and Higher Education22: 37–50.
17.
KromannCBJensenMLRingstedC (2009) The effect of testing on skills learning. Medical Education43(1): 21–27.
18.
LeoJPuzioK (2016) Flipped instruction in a high school science classroom. Journal of Science Education and Technology25: 775–781.
19.
Lopez-MessaJBMartin-HernandezHPerez-VelaJLet al. (2011) Novelties in resuscitation training methods. Medicina Intensiva35(7): 433–441.
20.
MerrillDM (2002) First principles of instruction. Educational Technology Research and Development50(3): 44–59.
21.
MpotosNVekemanEMonsieursKet al. (2013) Knowledge and willingness to teach cardiopulmonary resuscitation: A survey amongst 4273 teachers. Resuscitation84: 496–500.
22.
NolanJPHazinskiMFBilliJEet al. (2010a) Part 1: Executive summary: 2010 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations. Resuscitation81(Suppl. 1): e1–e25.
23.
NolanJPSoarJZidemanDAet al. (2010b) European resuscitation council guidelines for resuscitation 2010 section 1: Executive summary. Resuscitation81(10): 1219–1276.
24.
RyanRMDeciEL (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist55(1): 68–78.
25.
SoarJMonsieursKBalanceJHWet al. (2010) European resuscitation council guidelines for resuscitation 2010 section 9: Principles of education in resuscitation. Resuscitation81: 1434–1445.
26.
TaniguchiTSatoKFujitaTet al. (2012) Attitudes to bystander cardiopulmonary resuscitation in Japan in 2010. Circulation Journal76(5): 1130–1135.
27.
Thuy Thi ThaiNDe WeverBValckeM (2017) The impact of a flipped classroom design on learning performance in higher education: Looking for the best ‘blend’ of lectures and guiding questions with feedback. Computers & Education107: 113–126.
28.
Van RaemdonckVMonsieursKAerenhoutsDet al. (2014) Low-cost training strategies for teaching motor skills of basic life support in secondary schools: A prospective randomised study. European Journal of Emergency Medicine21(4): 284–290.
29.
ZamzamiZSitiHH (2016) Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning17(3): 313–340.
