Is digital breakout an effective educational tool for basic life support training?
To promote the population's motivation to acquire knowledge in basic life support, dynamic and attractive teaching tools are necessary. A quasi-experimental study was conducted comparing pre- and post-breakout training results versus instructor-led in-person classroom training. And the part...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Huelva (UHU) |
| Repositorio: | Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Idioma: | inglés |
| OAI Identifier: | oai:ariasmontano.uhu.es:10272/27080 |
| Acceso en línea: | https://hdl.handle.net/10272/27080 |
| Access Level: | acceso abierto |
| Palabra clave: | Basic life support Cardiopulmonary resuscitation Educational technology Health education Self-study Soporte vital básico Reanimación cardiopulmonar Educación tecnológica Educación sanitaria Autoaprendizaje 58 Pedagogía |
| Sumario: | To promote the population's motivation to acquire knowledge in basic life support, dynamic and attractive teaching tools are necessary. A quasi-experimental study was conducted comparing pre- and post-breakout training results versus instructor-led in-person classroom training. And the participants who received training based on digital breakout showed a significant increase in self-confidence in the management of cardiac arrest and the use of the semi-automatic external defibrillator and an increase in the same post-training, with a large effect size (Cohen's d = > .80). Additionally, participants who received digital training showed comparable knowledge and skills to those who received classroom training. Digital disruption is an effective educational resource for basic life support training with a lower economic, temporal and organizational cost than traditional instructor-led in-person training. --------------------------------------------------------------------------------------------------------- |
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