Classroom versus computer-based CPR training: A comparison of the effectiveness of two instructional methods

• Main Author: Rehberg, Robb Shepherd
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2003
• Subjects: Educational technology; Health education; Medicine; Surgery
• ISBN: 9780493978802; 0493978801

The purpose of this study was to compare two instructional methods of delivering a cardiopulmonary resuscitation (CPR) training program for lay rescuers. The first method studied was a traditional classroom-style adult CPR training program with a certified CPR instructor. The second method was a computer-based adult CPR training program. Both instructional methods are standardized courses offered by the National Safety Council, Itasca, IL, USA. The study compared the two methods of delivery to determine if the computer-based training course is as effective as the traditional classroom-based course. Effectiveness was measured by comparing skills outcomes using both a skills checklist and data recorded by a computerized CPR manikin, and by comparing scores on standardized knowledge examinations. Participant satisfaction was also examined through a post-course survey. For this study, the independent variable was the instructional method, and the dependent variable was the skills and knowledge evaluation scores. The study was conducted using two groups of college students with no prior CPR training or experience. Students were randomly assigned to each group: Group 1 received traditional classroom-style CPR training. Group 2 received computer-based CPR training. Three sets of data were collected after training was completed. Using a skills checklist, data regarding skill sequence was gathered by trained CPR instructors serving as evaluators, while a computerized CPR manikin system gathered an analysis of the quality of CPR performance. Scores on standardized National Safety Council Adult CPR knowledge examinations were also gathered after training had been completed. Evaluators were blinded as to the participants' method of instruction. Statistical analysis of the data revealed there was no statistically significant difference in terms of performance on knowledge exams and skill sequence. However, subjects in the classroom-trained group performed statistically significantly higher than those in the computer-based training group in difference between skill performance as measured by the computerized manikin system (p < .05). In addition, it was determined that there was no statistically significant relationship between performance and student satisfaction in nearly all categories. A qualitative review of student satisfaction revealed positive attitudes toward both methods of instruction.