Evaluation of the effectiveness of two teaching methods on retention of basic cardiac life support for the lay community

Abstract

The purpose of this study was to test the effect of two teaching methods: the traditional lecture method and the modular self-paced method, on the retention of Cardiopulmonary Resuscitation (CPR) cognitive knowledge and psychomotor skills of the lay community three months after completion of the class. The primary question to be examined was: does the method of instruction affect retention of Basic Life Support (BLS) knowledge and skill? The sample population consisted of 12 males and 13 females from the area in and around La Crosse, Wisconsin. Participants completing the course regardless of teaching format earned a one-year BLS certification through the American Heart Association. At the initial CPR class a psychomotor skills test and 50-item multiple choice pretest was administered. At the three month follow-up session only psychomotor skills were tested. The independent groups t-test was the statistical test used to analyze the dependent quantitative interval variable, retention scores, and the independent between subjects variable, the modular self-paced versus the traditional classroom instruction teaching formats. Results of the data analysis indicated that the t-test was statistically significant (t=-3.50, df=19, p<.05), indicating that the mean retention score for the modular self-paced group (6.9) was significantly higher than the mean retention score for the traditional group (3.1). The conclusion that can be drawn from the data is the' statement "the t-test was statistically significant" indicates the null hypothesis can be rejected.