Iserbyt Peter, Mols Liesbet, Charlier Nathalie, De Meester Sophie
Research Centre for Physical Activity, Health & Sport, Katholieke Universiteit (KU) Leuven, Leuven, Belgium.
Specific Teacher Training Program in Health Sciences, KU Leuven, Leuven, Belgium.
J Emerg Med. 2014 Jan;46(1):85-94. doi: 10.1016/j.jemermed.2013.04.034. Epub 2013 Aug 12.
Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content.
Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes.
There were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention).
At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention.
Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS.
中学和大学的基础生命支持（BLS）教育常常被忽视或外包，因为教师表示觉得自己没有能力教授这一内容。
研究以任务卡作为教学模型进行BLS教学的相互学习，以及BLS教师专业知识对学习成果的影响。
175名学生（平均年龄 = 18.9岁）被随机分配到相互学习/BLS教师组（RBI）、相互学习/非BLS教师组（RNI）和传统/BLS教师组（TBI）。在RBI和RNI组中，学生通过使用任务卡进行相互学习来学习BLS。RBI组的教师获得了欧洲复苏委员会的BLS认证。在TBI组中，学生由一名获得认证的教师按照比利时红十字会的教学模式教授BLS。在干预后1天（干预时）和干预后3周（保持时）对学生的表现进行评估。
在保持时，RBI组（M = 78%），p = 0.007，效应量（ES） = 0.25，以及RNI组（M = 80%），p < 0.001，效应量（ES） = 0.36，与TBI组（M = 73%）相比，BLS表现显著更高。在干预和保持时，实验组中记住并执行所有BLS技能的学生明显更多。相互学习组之间的BLS表现没有差异。在干预和保持时，TBI组的通气量和流速明显更好。
当教师在BLS方面没有经验或技能时，使用任务卡进行相互学习是一种有价值的BLS教学模式。
