The Effect of Video-Assisted and Game-Based Approaches on Basic Life Support Training

Not Applicable

Not yet recruiting

• Conditions: Basic Life Support; Student Education; Video-Assisted; Interactive Teaching

• Registration Number: NCT06758180
• Lead Sponsor: Abant Izzet Baysal University

Brief Summary

Adult Basic Life Support (BLS) is a critical skill in emergency situations. Teaching this skill effectively to students in first aid and emergency aid programs is essential for imparting both theoretical knowledge and practical competencies. Educational methods have a direct impact on students' knowledge levels and skill acquisition. In addition to traditional teaching methods, advancements in educational technology have introduced innovative approaches such as interactive video games into this field. This study compares the effects of two different instructional methods-video-assisted education and interactive video game-supported education-on students' learning outcomes and practical performance in adult BLS training.

Detailed Description

\*\*Basic Life Support (BLS)\*\* refers to non-pharmacological interventions performed to sustain life by pumping blood from the heart through external chest compressions and delivering oxygen to the lungs via artificial respiration for individuals showing no signs of life (chest movement, coughing, any bodily movement, or pulse). In cases where critical risks persist in the circulatory and respiratory systems, if BLS interventions are not promptly initiated, brain damage can occur within 4-6 minutes after the cessation of respiration and circulation. If the oxygen deprivation to brain tissue exceeds 10 minutes, irreversible brain damage ensues.Therefore, considering the critical importance of BLS in both prehospital and in-hospital cardiac arrest situations, BLS training is incorporated as a mandatory course in the curriculum for students in First and Emergency Aid programs.

Despite the transformative role of digital technologies in education in recent years, globally, BLS training is predominantly conducted using traditional methods. In the traditional approach, the instructor initially provides theoretical knowledge on BLS and then conducts practical skill training using CPR mannequins. At the end of the training, students practice what they have learned on the mannequin under the instructor's supervision. However, research indicates that, despite its widespread use, the traditional method alone is insufficient and that knowledge and skills acquired through this approach may fade over time. The primary limitations of the traditional method include large class sizes, insufficient instructor numbers, time constraints, and the limited opportunity for each student to practice adequately.

On the other hand, various studies emphasize the importance of traditional education and suggest that its effectiveness can be enhanced, and the retention of skills prolonged when supplemented with alternative methods. For instance, a study by Castillo et al. (2020) highlighted that hybrid approaches combining traditional BLS training with other instructional methods improved knowledge retention. Therefore, it is recommended that traditional methods be supported by evidence-based new approaches to enhance educational efficiency. Among these methods, video-assisted training, when combined with face-to-face theoretical education, has been shown to improve students' knowledge and skill levels in BLS. However, research on this subject remains limited, and the ideal methodology for teaching correct intervention knowledge and skills in cardiac arrest and ensuring their retention has yet to be determined. To achieve the goal of delivering high-quality resuscitation, further exploration of new methodologies and technologies is needed.

Study Timeline

• Study First Submitted: 2024-12-26
• Study First Submitted QC: 2024-12-26
• Status Verified: 2025-01
• Study Start: 2025-01-02
• Study First Posted: 2025-01-03
• Last Update Submitted: 2025-01-06
• Last Update Posted: 2025-01-07
• Primary Completion: 2025-03-03
• Study Completion: 2025-03-30

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 30

Inclusion Criteria

• Being a student of the first and emergency aid program
• Not having received any previous training on basic life support
• Understanding and speaking Turkish
• Voluntarily accepting to participate in the research

Exclusion Criteria

• Being on leave of absence, being on sick leave, being absent during the implementation process of the research,
• Being a foreign national,
• Not accepting to participate in the research.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
knowledge level	before oral training, 1 week after oral training, 2 months after oral training	The knowledge level measurement will be made using the "Basic Life Support Knowledge Level Assessment Form". This form was prepared to evaluate the participants' theoretical knowledge levels about adult basic life support (BLS) and consists of 15 multiple-choice questions.; Measurement Process: 1. Pre-Test: Before participating in the study, students in both groups will be asked to fill out the form to measure their knowledge levels before the training is given.; 2. Post-Test:1 week after the verbal training, all students will be asked to fill out the form to re-evaluate their knowledge levels.; 3. Follow-up test: Approximately 2 months after the training students in both groups will be asked to fill out the form to re-evaluate their knowledge levels.; Form Content: The form was created by the researchers through a literature review. All measurements are planned to be carried out face-to-face in an average of 15 minutes.
skill level	during the laboratory practice to be held 1 week after the oral training, during the laboratory practice to be held 2 months after the oral training	In this study, students' basic life support (BLS) skill levels will be measured twice using the "Basic Life Support Skills Assessment Form".; 1. Interactive Video Game Group: After playing the interactive video game called Lifesaver, students will individually practice BLS on a model in the Medical Faculty Skills Laboratory.; Researchers will observe students' performances during the application and evaluate each item on the form as "Sufficient" (2 points), "Needs Improvement" (1 point) or "Inadequate" (0 points).; The scores received by each student in the group will be used to analyze the effectiveness of this method.; 2. Video Training Group: After watching the video training on BLS, students will individually practice BLS on a model in the skill laboratory.; Their performances will again be evaluated according to the same criteria using the "Basic Life Support Skills Assessment Form".

Trial Locations

Locations (1)

Bolu Abant Izzet Baysal University; 🇹🇷 Bolu, Centre, Turkey