The effect of a specialized content knowledge workshop on teaching and learning Basic Life Support in elementary...

Area of Science:

• Pedagogy
• Health Education
• Teacher Training

Background:

• Limited research exists on the impact of specialized content knowledge (SCK) in teaching Basic Life Support (BLS).
• Understanding how SCK influences teaching behaviors and student outcomes in BLS is crucial for effective health education.

Purpose of the Study:

• To evaluate the effect of a specialized content knowledge workshop on teachers' instructional practices and student learning of BLS.
• To define specialized content knowledge as encompassing content progressions, skill analysis, and error correction strategies for BLS instruction.

Main Methods:

• A cluster randomized controlled trial involving 10 elementary teachers and 203 students.
• Teachers were assigned to either a common content knowledge or specialized content knowledge workshop.
• Direct observation of teaching behaviors and student BLS performance assessment post-lesson.

Main Results:

• Students in the specialized content knowledge group spent significantly more time practicing BLS (57% vs. 30%) and achieved higher performance (62% vs. 57%).
• Teachers with specialized content knowledge provided more feedback and students engaged less in cognitive activities during lessons.

Conclusions:

• A brief (50-minute) specialized content knowledge workshop positively impacted teachers' classroom behavior.
• Enhanced teacher SCK directly led to improved student learning outcomes in Basic Life Support.