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Updated: Jan 27, 2026

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Self-learning training versus instructor-led training for basic life support: A cluster randomised trial.

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  • 1Department of Molecular and Clinical Medicine, Institute of Medicine, Sahlgrenska Academy at University of Gothenburg, Gothenburg, Sweden.

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PubMed
Summary
This summary is machine-generated.

Basic life support (BLS) training effectiveness showed no long-term difference between self-learning and instructor-led methods. Instructor-led training yielded better immediate results in BLS skills and knowledge.

Keywords:
Automated external defibrillatorBasic life supportCardio-pulmonary resuscitationEducationLearningOut-of-hospital cardiac arrestSelf-learning

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Area of Science:

  • Emergency Medicine
  • Medical Education
  • Public Health

Background:

  • Basic life support (BLS) is crucial for immediate response to cardiac arrest.
  • Comparing different BLS training modalities is essential for optimizing layperson preparedness.
  • Traditional instructor-led training and newer self-learning approaches require effectiveness evaluation.

Purpose of the Study:

  • To compare the effectiveness of self-learning versus instructor-led basic life support (BLS) training interventions.
  • To assess the long-term impact of BLS training on practical skills and willingness to act.

Main Methods:

  • 1301 lay participants were cluster-randomized into self-learning or instructor-led BLS training groups.
  • Both groups utilized the Mini-Anne Kit and standardized film instructions.
  • Practical skills were assessed using a manikin and AED trainer, with outcomes measured immediately and six months post-training.

Main Results:

  • No statistically significant difference in primary outcome (modified Cardiff Test score) was found six months after training between the two groups.
  • Instructor-led training resulted in significantly higher scores for total score, self-assessed knowledge, and willingness to act immediately after training.
  • Secondary outcomes showed instructor-led training superior in immediate skill acquisition and confidence.

Conclusions:

  • Self-learning and instructor-led BLS training demonstrate comparable long-term effectiveness in practical skills and willingness to act.
  • Instructor-led training provides superior immediate benefits in BLS practical skills and knowledge acquisition.
  • The choice of BLS training modality may depend on the desired timeframe for skill proficiency and knowledge retention.