<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Cardiac health is a major health issue in modern societies. To improve bystander response to cardiac arrests, it has been recommended to introduce instruction in basic life support (BLS) into health-related subject-matter education (e.g., biology). This study aims to explore perceived specific interest, knowledge and recorded BLS performance before and after a BLS intervention, as well as possible effects of gender. Data of N = 365 secondary school students in Germany was analysed. They answered a questionnaire dealing with subject-related interest and a knowledge-test, before and after at least two lessons about BLS. A subgroup of students (n = 186) attended a simulation-based assessment. We found that students performed better chest compressions, but that initial interest was not sustained during intervention, particularly in the case of male students. The quality of chest compressions and knowledge growth can be improved for some aspects and future classroom interventions should aim towards a better understanding of students’ interest motives for learning these skills. The role of more problem- and health-oriented, reflective, and modular learning opportunities in BLS education should be investigated to better address these issues compared to common instruction-centred trainings.</p>
</abstract>

Cardiac health is a major health issue in modern societies. To improve bystander response to cardiac arrests, it has been recommended to introduce instruction in basic life support (BLS) into health-related subject-matter education (e.g., biology). This study aims to explore perceived specific interest, knowledge and recorded BLS performance before and after a BLS intervention, as well as possible effects of gender. Data of N = 365 secondary school students in Germany was analysed. They answered a questionnaire dealing with subject-related interest and a knowledge-test, before and after at least two lessons about BLS. A subgroup of students (n = 186) attended a simulation-based assessment. We found that students performed better chest compressions, but that initial interest was not sustained during intervention, particularly in the case of male students. The quality of chest compressions and knowledge growth can be improved for some aspects and future classroom interventions should aim towards a better understanding of students’ interest motives for learning these skills. The role of more problem- and health-oriented, reflective, and modular learning opportunities in BLS education should be investigated to better address these issues compared to common instruction-centred trainings.

Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Cardiac health is a major health issue in modern societies. To improve bystander response to cardiac arrests, it has been recommended to introduce instruction...

Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?

Data publikacji: 11 lip 2022

Zakres stron: 37 - 59

DOI: https://doi.org/10.23770/rt1841

Słowa kluczowe
bystander resuscitation, interest, quality, gender, teaching, schools

© 2021 Rico Dumcke et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?

Data publikacji: 11 lip 2022

Zakres stron: 37 - 59

DOI: https://doi.org/10.23770/rt1841

Słowa kluczowebystander resuscitation, interest, quality, gender, teaching, schools

© 2021 Rico Dumcke et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Słowa kluczowe
bystander resuscitation, interest, quality, gender, teaching, schools