Mastery versus self-directed blended learning in basic life support: a randomised controlled trial

Abstract

Background: Blended learning combines online learning with face-to-face learning. Research investigating the effect of different blended learning models to teach basic life support (BLS) is lacking.

Objectives: To investigate the effect of a mastery learning (ML) versus a self-directed learning (SDL) blend on students’ BLS performance. In ML, students learn BLS as a linear sequence meaning each step should be ‘mastered’ prior to advancing to the next. In SDL, students’ autonomy is increased for his or her learning trajectory leading to non-linear, user driven learning paths.

Methods: A randomised controlled trial. Four conditions were created by combining two learning models (SDL and ML) in two learning phases (online and face to face). Bachelor students (n = 145) were randomised over these four conditions. In all blends, an online learning module was available for one week prior to a face-to-face learning component of which the duration was 45 minutes. All learners’ BLS performance was assessed individually and unannounced one week following blended learning. An individual BLS score was calculated combining cardiopulmonary resuscitation (CPR) variables reported by a Laerdal ResusciAnne Manikin and qualitative observations by two trained researchers.

Results: Students’ CPR performance adhered to international 2015 guidelines for all groups. Median BLS-performance was 83.0% (interquartile range 13.2%). No statistical differences between groups were found for BLS performance or CPR variables.

Conclusions: All blended learning models were highly time-effective since the face-to-face component only took 45 minutes and learning outcomes adhered to guidelines.

Keywords:

• Education
• training
• cardiopulmonary resuscitation
• basic life support

Disclosure statement

The authors report no conflicts of interest.