Mastery versus self-directed blended learning in basic life support: a randomised controlled trial.

Area of Science:

• Medical Education
• Emergency Medicine Training
• Instructional Design

Background:

• Blended learning, integrating online and face-to-face instruction, is increasingly used in healthcare education.
• Limited research exists on the comparative effectiveness of different blended learning models for teaching basic life support (BLS).
• This study addresses the gap by comparing mastery learning (ML) and self-directed learning (SDL) blended models for BLS.

Purpose of the Study:

• To evaluate the impact of mastery learning (ML) versus self-directed learning (SDL) blended models on student basic life support (BLS) performance.
• To compare linear (ML) and non-linear (SDL) learning pathways within a blended BLS curriculum.
• To assess the time-effectiveness and adherence to guidelines of different blended learning approaches.

Main Methods:

• A randomized controlled trial involving 145 bachelor students was conducted.
• Four conditions were created by combining ML and SDL with online and 45-minute face-to-face components.
• Basic life support (BLS) performance was assessed individually one week post-intervention using manikin data and researcher observations.

Main Results:

• All students' cardiopulmonary resuscitation (CPR) performance met international 2015 guidelines.
• The median BLS performance across all groups was 83.0%.
• No statistically significant differences in BLS performance or CPR variables were observed between the different blended learning groups.

Conclusions:

• Both mastery learning (ML) and self-directed learning (SDL) blended models are highly time-effective for teaching basic life support (BLS).
• The 45-minute face-to-face component in all blended models was sufficient to achieve guideline-adherent learning outcomes.
• Blended learning approaches offer an efficient method for foundational BLS skill acquisition in undergraduate students.