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Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept

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Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept. / Süss-Havemann, Christoph; Kosan, Janina; Seibold, Thomas; Dibbern, Nils Martin; Daubmann, Anne; Kubitz, Jens Christian; Beck, Stefanie.

In: BMC PUBLIC HEALTH, Vol. 20, No. 1, 13.01.2020, p. 50.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Süss-Havemann, C, Kosan, J, Seibold, T, Dibbern, NM, Daubmann, A, Kubitz, JC & Beck, S 2020, 'Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept', BMC PUBLIC HEALTH, vol. 20, no. 1, pp. 50. https://doi.org/10.1186/s12889-020-8161-7

APA

Süss-Havemann, C., Kosan, J., Seibold, T., Dibbern, N. M., Daubmann, A., Kubitz, J. C., & Beck, S. (2020). Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept. BMC PUBLIC HEALTH, 20(1), 50. https://doi.org/10.1186/s12889-020-8161-7

Vancouver

Süss-Havemann C, Kosan J, Seibold T, Dibbern NM, Daubmann A, Kubitz JC et al. Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept. BMC PUBLIC HEALTH. 2020 Jan 13;20(1):50. https://doi.org/10.1186/s12889-020-8161-7

Bibtex

@article{4daa4ac065134b4fa7a999b47ac9ad25,
title = "Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept",
abstract = "BACKGROUND: The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy).METHODS: This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes.RESULTS: Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: - 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06).CONCLUSION: This study could not resolve the question, if self-regulated learning in peer-groups improves self-efficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills.TRIAL REGISTRATION: ISRCTN17334920, retrospectively registered 07.03.2019.",
author = "Christoph S{\"u}ss-Havemann and Janina Kosan and Thomas Seibold and Dibbern, {Nils Martin} and Anne Daubmann and Kubitz, {Jens Christian} and Stefanie Beck",
year = "2020",
month = jan,
day = "13",
doi = "10.1186/s12889-020-8161-7",
language = "English",
volume = "20",
pages = "50",
journal = "BMC PUBLIC HEALTH",
issn = "1471-2458",
publisher = "BioMed Central Ltd.",
number = "1",

}

RIS

TY - JOUR

T1 - Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept

AU - Süss-Havemann, Christoph

AU - Kosan, Janina

AU - Seibold, Thomas

AU - Dibbern, Nils Martin

AU - Daubmann, Anne

AU - Kubitz, Jens Christian

AU - Beck, Stefanie

PY - 2020/1/13

Y1 - 2020/1/13

N2 - BACKGROUND: The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy).METHODS: This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes.RESULTS: Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: - 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06).CONCLUSION: This study could not resolve the question, if self-regulated learning in peer-groups improves self-efficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills.TRIAL REGISTRATION: ISRCTN17334920, retrospectively registered 07.03.2019.

AB - BACKGROUND: The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy).METHODS: This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes.RESULTS: Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: - 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06).CONCLUSION: This study could not resolve the question, if self-regulated learning in peer-groups improves self-efficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills.TRIAL REGISTRATION: ISRCTN17334920, retrospectively registered 07.03.2019.

U2 - 10.1186/s12889-020-8161-7

DO - 10.1186/s12889-020-8161-7

M3 - SCORING: Journal article

C2 - 31931770

VL - 20

SP - 50

JO - BMC PUBLIC HEALTH

JF - BMC PUBLIC HEALTH

SN - 1471-2458

IS - 1

ER -