Aims: Flexible-learning first aid courses are increasingly common due to reduced classroom contact time. This study compared retention of first aid knowledge and basic life support (BLS) skills three months after a two-day, classroom-based first aid course (STD) to one utilizing on-line theory learning at home followed by one day of classroom training (FLEX).
Methods: In this prospective randomized controlled trial, 256 participants with internet access and no first aid related training for at least five years were randomly allocated to a STD or FLEX course. Assessment was conducted immediately after training and again three months later. Each participant was allocated a theory and a BLS score, which were summed and averaged to create an equally-weighted ‘combined score’ of first aid knowledge and skills.
Results: There was no significant difference in theory scores between the STD and FLEX groups immediately after training and after three months. STD participants had significantly higher BLS scores immediately after training (p = 0.001) and three months later (p = 0.046). Males had significantly higher BLS scores after training (p < 0.001), but not three months later (p = 0.02). Participants older than 46 years had significantly lower BLS scores than younger participants (p < 0.001). There was no significant difference in combined scores between the STD and FLEX groups or between genders, education or age groups either immediately after training or three months later.
Conclusion: After replacing one day of classroom-based training with on-line theory training, there was no significant difference in the first aid competencies of the study population, as measured by an equally-weighted combined score of basic life support and first aid theory.
BatchellerAMBrennanRTBraslowA. Cardiopulmonary resuscitation performance of subjects over forty is better following half-hour video self-instruction compared to traditional four-hour classroom training. Resuscitation2000: 43(2): 101–10.
2.
EinspruchELLynchBAufderheideTP. Retention of CPR skills learned in a traditional AHA Heartsaver course versus 30-min video self-training: a controlled randomized study. Resuscitation2007: 74(3): 476–86.
3.
IsbyeDLRasmussenLSLippertFK. Laypersons may learn basic life support in 24min using a personal resuscitation manikin. Resuscitation2006: 69(3): 435–42.
4.
LibermanMGolbergNMulderD. Teaching cardiopulmonary resuscitation to CEGEP students in Quebec- a pilot project. Resuscitation2000: 47(3): 249–57.
5.
MoulePGilchristM. An evaluation of a basic life support CD-ROM. Health Informatics Journal2001: 7(1): 29–36.
6.
RoppoloLPPepePECampbellL. Prospective, randomized trial of the effectiveness and retention of 30-min layperson training for cardiopulmonary resuscitation and automated external defibrillators: the American Airlines Study. Resuscitation2007: 74(2): 276–85.
7.
TeagueGRileyRH. Online resuscitation training: does it improve high school students’ ability to perform cardiopulmonary resuscitation in a simulated environment?Resuscitation2006: 71(3): 352–7.
8.
ParnellMMLarsenPD. Poor quality teaching in lay person CPR courses. Resuscitation2007: 73(2): 271–8.
9.
KayeWRallisSFManciniME. The problem of poor retention of cardiopulmonary resuscitation skills may lie with the instructor, not the learner or the curriculum. Resuscitation1991: 21(1): 67–87.
LippmannJNatoliD. First aid and emergency care. 5th ed.Melbourne: JL Publications, 2006.
12.
HamiltonR. Nurses’ knowledge and skill retention following cardiopulmonary resuscitation training: a review of the literature. Journal of Advanced Nursing2005: 51(3): 288–97.
13.
MaddenC. Undergraduate nursing students’ acquisition and retention of CPR knowledge and skills. Nurse Education Today2006: 26(3): 218–27.
14.
MahonyPHGriffithsRFLarsenP. Retention of knowledge and skills in first aid and resuscitation by airline cabin crew. Resuscitation2008: 76(3): 413–8.
15.
SpoonerBBFallahaJFKocierzL. An evaluation of objective feedback in basic life support (BLS) training. Resuscitation2007: 73(3): 417–24.
16.
WikLThowsenJSteenPA. An automated voice advisory manikin system for training in basic life support without an instructor: a novel approach to CPR training. Resuscitation2001: 50(2): 167–72.
17.
WikLMyklebustHAuestadBH. Retention of basic life support skills 6 months after training with an automated voice advisory manikin system without instructor involvement. Resuscitation2002: 52(3): 273–9.
18.
WoollardMWhitfieldRSmithA. Skill acquisition and retention in automated external defibrillator (AED) use and CPR by lay responders: a prospective study. Resuscitation2004: 60(1): 17–28.
19.
VaillancourtCLuiADe MaioVJ. Socioeconomic status influences bystander CPR and survival rates for out-of-hospital cardiac arrest victims. Resuscitation2008: 79(3): 417–23.
20.
LeeTDGenoveseED. Distribution of practice in motor skill acquisition: different effects for discrete and continuous tasks. Res Q Exerc Sport1989: 60(1): 59–65.
21.
WalkerJT. The Psychology of learning: principles and processes. Upper Saddle River, NJ: Prentice Hall, 1996.
22.
OrmrodJE. Human learning. 4th ed.Upper Saddle River, NJ: Pearson, 2004.
RiegelBBirnbaumAAufderheideTP. Predictors of cardiopulmonary resuscitation and automated external defibrillator skill retention. Am Heart J2005: 150(5): 927–32.
25.
SimMSJoIJSongHG. Basic cardiac life support education for non-medical hospital employees. Emerg Med J2009: 26(5): 327–30.
26.
CraikFIMJenningsJMCraikFIM. Human memory. In: CraikFIMSalthouseTA (eds) The handbook of aging and cognition. Hillsdale, NJ: Lawrence Erlbaum Associates, 1992, pp. 51–110.
27.
MetterEJConwitRTobinJ. Age-associated loss of power and strength in the upper extremities in women and men. J Gerontol A Biol Sci Med Sci1997: 52(5): 267–76.
28.
MoscovitchMWinocurGCraikFIM. The neuropsychology of memory and aging. In: CraikFIMSalthouseTA (eds) The handbook of ageing and cognition. Hillsdale, NJ: Lawrence Erlbaum Associates, 1992, pp. 315–72.
