Comparing the effects of blended learning and traditional instruction on basic life support for laypersons: A randomized controlled trial
In: Journal of the Formosan Medical Association, Jg. 123 (2024), Heft 6, S. 687-692
Online
academicJournal
Zugriff:
Background/purpose: Blended learning offers the advantages of both instructor-led and self-instruction methods in basic life support (BLS). Our study aims to compare the effects of blended learning with those of traditional instructor-led methods on the performance of laypersons taking BLS courses. Methods: A total of 108 participants were randomly assigned to three groups: traditional instruction (group A, n = 36), blended learning with two rounds of practice (group B, n = 36), and blended learning with three rounds of practice (group C, n = 36). Group A received a 90-min lecture and a 30-min hands-on practice session using a manikin and a metronome. Participants in groups B and C received 18-min standardized online video lessons and performed hands-on practice twice and thrice, respectively. The primary outcome was chest compression at a correct speed (100–120 compressions per min) after the training course. Secondary outcomes included knowledge test scores, attitudes and confidence, and individual skill performance after training. Results: Patient characteristics were similar between the groups. Blended learning with practicing thrice resulted in the highest compressions at a correct speed (group A vs. B vs. C, 68.09 vs 80.03 vs 89.42, p = 0.015) and the shortest average hands-off time (group A vs. B vs. C, 1.12 vs 0.86 vs 0.17 s, p = 0.015). Both blended groups performed better in confirming environmental safety (p
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Comparing the effects of blended learning and traditional instruction on basic life support for laypersons: A randomized controlled trial
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Autor/in / Beteiligte Person: | Ko, Ying-Chih ; Lin, Hao-Yang ; Chiang, Wen-Chu ; Yang, Chih-Wei ; Hsieh, Ming-Ju ; Matthew Huei-Ming Ma |
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Zeitschrift: | Journal of the Formosan Medical Association, Jg. 123 (2024), Heft 6, S. 687-692 |
Veröffentlichung: | Elsevier, 2024 |
Medientyp: | academicJournal |
ISSN: | 0929-6646 (print) |
DOI: | 10.1016/j.jfma.2023.10.017 |
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