Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated...

Area of Science:

• Pedagogy
• Emergency Medicine
• Public Health

Background:

• Annual Basic Life Support (BLS) training for school children is recommended but challenging to implement.
• Effective training requires both skills and high self-efficacy for lifesaving actions.

Purpose of the Study:

• To investigate if self-regulated learning (SRL) enhances self-efficacy and long-term retention of BLS skills in 12-year-old students.
• To compare SRL with traditional instructor-led training.

Main Methods:

• Randomized controlled cluster study involving 12-year-old students.
• Intervention group: peer-group feedback and self-regulated learning.
• Control group: instructor-led training.

Main Results:

• No significant difference in self-efficacy for helping in cardiac arrest between SRL and instructor-led groups.
• No significant difference in passing rates for BLS skills between groups.
• SRL was associated with higher BLS exam performance in male students compared to females and control males.

Conclusions:

• SRL in peer groups did not improve self-efficacy for cardiac arrest scenarios.
• SRL is a feasible and effective alternative to instructor-led BLS training for laypersons.
• SRL may benefit long-term skill retention, particularly for male students.