Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Cardiopulmonary Resuscitation I: Adult01:21

Cardiopulmonary Resuscitation I: Adult

Cardiopulmonary resuscitation, or CPR, is a life-saving emergency procedure performed when a person's heart has stopped beating or they are no longer breathing. The foundation of CPR is Basic Life Support (BLS), which focuses on the early recognition of cardiac arrest, the immediate start of high-quality chest compressions, and the timely use of an automated external defibrillator (AED).Assessing Responsiveness and Checking the Carotid PulseWhen approaching an unresponsive person, first ensure...
Cardiopulmonary Resuscitation II: ACLS Airway Management01:22

Cardiopulmonary Resuscitation II: ACLS Airway Management

Airway management is a key skill in emergency and critical care settings, as maintaining a clear airway is essential for adequate oxygenation and ventilation.Head Tilt-Chin Lift TechniqueThe head tilt-chin lift maneuver is an essential technique primarily used in patients without suspected cervical spine injuries. To perform this maneuver, one hand is placed on the patient’s forehead, and gentle pressure is applied backward to tilt the head. The fingertips of the other hand are positioned under...
Cardiopulmonary Resuscitation III: AED Use01:23

Cardiopulmonary Resuscitation III: AED Use

Introduction to AEDAn Automated External Defibrillator (AED) is a portable medical device that analyzes the heart's rhythm and, if necessary, delivers an electrical shock to help the heart re-establish an effective rhythm during sudden cardiac arrest (SCA). SCA occurs when the heart suddenly and unexpectedly stops beating, leading to a loss of blood flow to the brain and other vital organs. In such emergencies, time is of the essence, and using an AED, combined with Cardiopulmonary...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
Cardiopulmonary Resuscitation V: Advanced Airway Management Techniques01:30

Cardiopulmonary Resuscitation V: Advanced Airway Management Techniques

Airway management is essential in emergency and surgical medicine, ensuring ventilation and oxygenation in patients who cannot maintain their own airway. Clinicians use a range of techniques and devices to secure the airway, depending on the patient’s condition and the clinical context. Key methods include endotracheal intubation, rapid sequence intubation (RSI), supraglottic airway devices, and advanced visualization aids. In cases where these approaches fail, surgical airway interventions are...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study.

Preventive medicine reports·2023
Same author

Fostering students' motivation towards learning research skills: the role of autonomy, competence and relatedness support.

Instructional science·2023
Same author

The Charm or Chasm of Digital Personalized Learning in Education: Teachers' Reported Use, Perceptions and Expectations.

TechTrends : for leaders in education & training·2022
Same author

Timing and Identification of the Cause and Treatment of a Cardiac Arrest: A Potential Survival Benefit.

Medical principles and practice : international journal of the Kuwait University, Health Science Centre·2022
Same author

Leading the way together: a cluster randomised controlled trial of the 5R Shared Leadership Program in older adult walking groups.

The international journal of behavioral nutrition and physical activity·2022
Same author

The Role of Content Knowledge in Influencing Student Physical Activity, On-Task Behavior, and Skill Performance.

Research quarterly for exercise and sport·2022

Related Experiment Video

Updated: Jun 18, 2026

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Peer evaluation in reciprocal learning with task cards for acquiring Basic Life Support (BLS).

Peter Iserbyt1, Jan Elen, Daniël Behets

  • 1Research Centre for Movement Education and Sport Pedagogy, Katholieke Universiteit Leuven, Tervuursevest 101, BE-3001 Leuven, Belgium. peter.iserbyt@faber.kuleuven.be

Resuscitation
|November 11, 2009
PubMed
Summary

Peer evaluation enhances Basic Life Support (BLS) skill acquisition when using task cards. This method showed a small, immediate positive impact on BLS learning, improving skill recall and performance.

More Related Videos

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Related Experiment Videos

Last Updated: Jun 18, 2026

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Emergency Medicine
  • Skill Acquisition

Background:

  • Effective instructional methods are crucial for improving Basic Life Support (BLS) performance and efficiency.
  • There is a continuous need for innovative tools and techniques in BLS training.

Purpose of the Study:

  • To evaluate the impact of peer evaluation on reciprocal learning of BLS skills.
  • To assess the effectiveness of task cards as instructional tools for BLS acquisition.

Main Methods:

  • 78 kinesiology students were paired and randomized into control and peer evaluation groups.
  • Both groups learned BLS using task cards in a 20-minute reciprocal learning setting with role-switching.
  • The peer evaluation group incorporated a 1-minute evaluation period before each role switch.

Main Results:

  • The peer evaluation group demonstrated significantly better recall and performance of all BLS skills immediately after training (P=0.03).
  • No significant differences were observed in core cardiopulmonary resuscitation (CPR) variables or overall BLS scores between groups at any assessment point.
  • Both groups achieved over 70% of the maximum BLS score post-intervention and at retention.

Conclusions:

  • A 20-minute reciprocal learning approach with task cards is effective for BLS training.
  • Integrating peer evaluation into this setting offers an immediate, albeit minor, benefit to BLS skill learning.