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

Abant Izzet Baysal University

Status: Completed

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

Treatments: Behavioral: Interactive game intervention; Behavioral: verbal basic life support training; Behavioral: video training

Study type: Interventional

Funder types: Other

Identifiers

NCT06758180

ABANT-HEM-RK-2024-379

Details and patient eligibility

About

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.

Full 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.

Enrollment: 30 patients

Sex: All

Volunteers: No Healthy Volunteers

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.

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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30 participants in 2 patient groups

Video Training Group

Active Comparator group

Description:

One week after all students will have received verbal instruction on adult basic life support (BLS), students assigned to the Video Training Group will be provided with reinforcement training before the laboratory practice by watching a video on the topic of "Adult Basic Life Support." The video will be presented via projection by the researchers. This video will aim to reinforce students' knowledge of adult BLS. Video Training The video used for the training was titled "Basic Life Support and AED Usage - Adult (BLS)", which was prepared according to the 2021 ERC guidelines and made available on the 'Paramedic Online' YouTube channel as of May 31, 2023 (Paramedic Online, 2023). The video covered key topics within basic life support, including chest compressions, artificial respiration, and the use of an automated external defibrillator (AED).

Treatment:

Behavioral: video training

Behavioral: verbal basic life support training

Interactive Video Game Group

Experimental group

Description:

The intervention group will be called the video game group. After the students in this group are given verbal adult basic life support (BLS) training, reinforcement training will be provided with the interactive video game called "Lifesaver" before the laboratory application. The researcher will provide detailed information to the students about the purpose, content and use of the interactive video game, and then the game will be downloaded to the students from Google Play or the App Store. The students will play the game under the supervision of the researcher based on their individual reasoning. Since there is no Turkish language support during the game, the researchers will contribute to the reinforcement of correct understanding by providing translation support when necessary. The aim of the Lifesaver game is to reinforce the students' knowledge and skills on adult basic life support by taking the "Harry" scenario as the basis.

Treatment:

Behavioral: verbal basic life support training

Behavioral: Interactive game intervention