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The effect of content knowledge and repeated teaching on teaching and learning basic life support: a cluster
Peter Iserbyt1, Tom Madou1,2
1Department of Movement Sciences, KU Leuven, Leuven, Belgium.
Acta Cardiologica
|August 27, 2021
Summary
Specialised content knowledge training improved Basic Life Support (BLS) instructor performance, leading to better student outcomes in BLS and CPR skills. Teaching experience alone does not guarantee improved effectiveness.
Area of Science:
- Medical Education
- Emergency Medicine Training
- Pedagogical Research
Background:
- Limited research exists on Basic Life Support (BLS) instructor training and performance evolution.
- Investigating the impact of content knowledge and teaching practice on BLS instruction is crucial.
Purpose of the Study:
- To evaluate the effectiveness of specialised content knowledge (SCK) versus common content knowledge (CCK) training for BLS instructors.
- To determine how instructor training influences student learning of BLS and CPR skills.
Main Methods:
- A cluster randomised controlled trial involving six secondary school teachers.
- Teachers received either CCK or SCK training and subsequently taught two BLS lessons to students (n=216, age 12-14).
- Student BLS and CPR performance were assessed as primary outcomes, alongside teacher lesson organization.
Main Results:
- Students taught by SCK instructors demonstrated significantly higher BLS performance (73% vs 63%) in the second lesson compared to CCK instructors.
- SCK training led to significant improvements in chest compression depth and ventilation quality in CPR.
- No significant improvement was observed between the first and second lessons across all conditions.
Conclusions:
- Specialised content knowledge training positively impacts student BLS and CPR performance.
- Instructor performance and student outcomes varied significantly among teachers, indicating factors beyond experience are key.
- Teaching experience alone is insufficient to enhance teaching effectiveness in BLS instruction.
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