Mastery Learning Versus Time-based Education: Skill Acquisition and Retention of Basic Life Support in Laypeople

Study Overview
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Brief Summary
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Background: In cardiac arrest survival rates dramatically increase when bystanders are present and initiate Basic Life Support (BLS). However, even though serious efforts have been made, skill retention after a traditional time-based BLS course for laypeople remains suboptimal. In contrast, a mastery learning-based educational approach was shown to be efficacious and might be promising even for laypersons. Therefore the investigators aim to evaluate the impact of a mastery learning-based BLS course on skills retention of BLS in laypeople. Methods: Forty laypeople without previous BLS experiences will be randomized into the traditional time-based BLS course group (Control - TB group) or mastery learning-based group (Intervention - ML group). Both groups will receive BLS training consisting of 6 successive stations including diagnosis of cardiac arrest, chest compression, ventilation, one-rescuer BLS, two-rescuer BLS and AED use. In the ML group, subjects will deliberately practice and receive feedback at each station until a pre-set target level is reached. Subjects will be allowed to proceed to the next station only when they achieve the required target level of performance. In contrast, participants of the TB group will be taught the same 6 stations in two hours, according to standard American Heart Association BLS criteria. All subjects will have an assessment of knowledge and skills immediately after teaching (immediate post-test) and at four months (retention post-test). Implications: Previous research has shown that mastery learning-based education improves learners' procedural skill performance. The investigators study will determine the impact of a mastery learning-based BLS course on skill retention in laypeople.

Conditions
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Basic Life Support, Cardiac Arrest

Intervention / Treatment
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* Other: Mastery based learning
* Other: Time based learning


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: University students in Ottawa Exclusion Criteria: Students of the Faculty of Medicine Previous Basic Life Support Training Certificate

Ages Eligible for Study
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Minimum Age: 18 Years
Maximum Age: 80 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Time based<br>Participants follow the traditional Canadian Heart and Stroke Foundation Heartsaver Course | Other: Time based learning<br>* Participants follow the traditional Canadian Heart and Stroke Foundation Heartsaver Course according to the official course layout<br>|
| Experimental: Mastery based<br>Participants do follow the content of the Canadian Heart and Stroke Foundation Heartsaver Course content based on their own pace (timeframe) | Other: Mastery based learning<br>* Participants are allowed to follow the course content at their own speed<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Skill Retention Estimated From the Change of AHA Heartsaver Total Score From Immediate Post-test to Retention Test | The official AHA Heartsave adult CPR AED Skill Sheet checklist for single-rescuer BLS was used to capture participants' skills for single-rescuer BLS and defibrillation with an AED. The AHA Heartsaver checklist has 11 action items, participant receives 1 point when an action on the checklist is performed. Therefore, the total score range from 0-11, with higher values represent a better outcome. Immediate post-test and retention test skill performance were evaluated by 2 independent raters. Skill retention was estimated by calculating the change in score from immediate post-test to retention test. | Baseline and 4 months |