Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2023 Apr 5:25:e42325.
doi: 10.2196/42325.

The Effectiveness of Online-Only Blended Cardiopulmonary Resuscitation Training: Static-Group Comparison Study

Kah Meng Chong #  1 , Hsiang-Wen Yang #  2 , Hsien-Chin He  3 , Wan-Ching Lien  1 , Mei-Fen Yang  1 , Chien-Yu Chi  1 , Yen-Pin Chen  1 , Chien-Hua Huang  1 , Patrick Chow-In Ko  1
Affiliations

The Effectiveness of Online-Only Blended Cardiopulmonary Resuscitation Training: Static-Group Comparison Study

Kah Meng Chong et al. J Med Internet Res. .

Abstract

Background: Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education faces obstacles during the outbreak of emerging infectious diseases, such as COVID-19. When face-to-face teaching is limited, distance learning-blended learning (BL) or an online-only model-is encouraged. However, evidence regarding the effect of online-only CPR training is scarce, and comparative studies on classroom-based BL (CBL) are lacking. While other strategies have recommended self-directed learning and deliberate practice to enhance CPR education, no previous studies have incorporated all of these instructional methods into a BLS course.

Objective: This study aimed to demonstrate a novel BLS training model-remote practice BL (RBL)-and compare its educational outcomes with those of the conventional CBL model.

Methods: A static-group comparison study was conducted. It included RBL and CBL courses that shared the same paradigm, comprising online lectures, a deliberate practice session with Little Anne quality CPR (QCPR) manikin feedback, and a final assessment session. In the main intervention, the RBL group was required to perform distant self-directed deliberate practice and complete the final assessment via an online video conference. Manikin-rated CPR scores were measured as the primary outcome; the number of retakes of the final examination was the secondary outcome.

Results: A total of 52 and 104 participants from the RBL and CBL groups, respectively, were eligible for data analysis. A comparison of the 2 groups revealed that there were more women in the RBL group than the CBL group (36/52, 69.2% vs 51/104, 49%, respectively; P=.02). After adjustment, there were no significant differences in scores for QCPR release (96.9 vs 96.4, respectively; P=.61), QCPR depth (99.2 vs 99.5, respectively; P=.27), or QCPR rate (94.9 vs 95.5, respectively; P=.83). The RBL group spent more days practicing before the final assessment (12.4 vs 8.9 days, respectively; P<.001) and also had a higher number of retakes (1.4 vs 1.1 times, respectively; P<.001).

Conclusions: We developed a remote practice BL-based method for online-only distant BLS CPR training. In terms of CPR performance, using remote self-directed deliberate practice was not inferior to the conventional classroom-based instructor-led method, although it tended to take more time to achieve the same effect.

Trial registration: Not applicable.

Keywords: basic life support; blended learning; cardiopulmonary resuscitation; cardiopulmonary resuscitation education; classroom-based blended learning; deliberate practice; digital health intervention; digital training; distance learning; educational outcomes; online course; online learning; online lectures; remote education; remote learning; resuscitation; self-directed learning; static-group comparison study; virtual education; virtual learning.

PubMed Disclaimer

Conflict of interest statement

Conflicts of Interest: None declared.

Figures

Figure 1
Figure 1
The transition from classroom-based blended learning to remote practice blended learning for a basic life support course. MCQ: multiple-choice question.
Figure 2
Figure 2
SaveANNE Education remote practice blended learning–based basic life support course training kit, which includes (A) a remote practice basic life support course manual, (B) a Little Anne quality cardiopulmonary resuscitation manikin, and (C) the set of Automated External Defibrillator Practi-TRAINER Essentials.
Figure 3
Figure 3
Screen capture of high-quality compression-only cardiopulmonary resuscitation instructional video.
Figure 4
Figure 4
Screen capture of online final assessment session for the remote practice blended learning group.
Figure 5
Figure 5
Flowchart of data collection. BLS: basic life support; CBL: classroom-based blended learning; RBL: remote practice blended learning.
See this image and copyright information in PMC

References

    1. Giuseppe S, Bellini L, Fagoni N, Compatti S, Botteri M, Villa GF, Sironi S, Signorelli C, Sechi GM, Zoli A. Missed training, collateral damage from COVID 19? Disaster Med Public Health Prep. 2022 Jan 10;:1–8. doi: 10.1017/dmp.2022.14. https://europepmc.org/abstract/MED/35000651 S1935789322000143 - DOI - PMC - PubMed
    1. Chong K, Chen J, Lien W, Yang M, Wang H, Liu SS, Chen Y, Chi C, Wu MC, Wu C, Liao EC, Huang EP, He H, Yang H, Huang C, Ko PC. Attitude and behavior toward bystander cardiopulmonary resuscitation during COVID-19 outbreak. PLoS One. 2021;16(6):e0252841. doi: 10.1371/journal.pone.0252841. https://dx.plos.org/10.1371/journal.pone.0252841 PONE-D-21-06802 - DOI - DOI - PMC - PubMed
    1. Baldi E, Contri E, Savastano S, Cortegiani A. The challenge of laypeople cardio-pulmonary resuscitation training during and after COVID-19 pandemic. Resuscitation. 2020 Jul;152:3–4. doi: 10.1016/j.resuscitation.2020.04.040. https://europepmc.org/abstract/MED/32380029 S0300-9572(20)30178-7 - DOI - PMC - PubMed
    1. Cheng A, Magid DJ, Auerbach M, Bhanji F, Bigham BL, Blewer AL, Dainty KN, Diederich E, Lin Y, Leary M, Mahgoub M, Mancini ME, Navarro K, Donoghue A. Part 6: Resuscitation Education Science: 2020 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2020 Oct 20;142(16_suppl_2):S551–S579. doi: 10.1161/CIR.0000000000000903. https://www.ahajournals.org/doi/abs/10.1161/CIR.0000000000000903?url_ver... - DOI - DOI - PubMed
    1. Nolan JP, Monsieurs KG, Bossaert L, Böttiger B W, Greif R, Lott C, Madar J, Olasveengen TM, Roehr CC, Semeraro F, Soar J, Van de Voorde P, Zideman DA, Perkins GD, European Resuscitation Council COVID-Guideline Writing Groups European Resuscitation Council COVID-19 guidelines executive summary. Resuscitation. 2020 Aug;153:45–55. doi: 10.1016/j.resuscitation.2020.06.001. https://europepmc.org/abstract/MED/32525022 S0300-9572(20)30232-X - DOI - PMC - PubMed

Publication types