Basic Life Support Training Course, Cardiopulmonary Resuscitation (CPR)
Conditions
Keywords
Adolescent, Basic life support, Traditional Training, Serious Video Game
Brief summary
This randomized controlled trial aimed to compare the effects of a serious video game and traditional training on adolescents' basic life support (BLS) knowledge and skills. The study was conducted at Üsküdar High School in Istanbul, Turkey, between November 2021 and June 2022. Eleventh-grade students aged 15-17 years who had not previously received BLS training were randomly assigned to a video game group or a traditional education group. A total of 117 students completed the study (58 in the video game group and 55 in the traditional education group). The video game group received BLS education using the Lifesaver serious game, while the traditional group received a lecture based on national BLS guidelines and hands-on practice with a CPR training manikin. BLS knowledge and skills were assessed at baseline, 1 month, and 6 months using validated knowledge and skill assessment forms. The primary objective was to determine whether the serious game improved BLS knowledge and skill scores compared with traditional training and whether the effect persisted at 1- and 6-month follow-up.
Detailed description
This randomized controlled trial evaluated the effectiveness of a serious video game compared with traditional training on adolescents' basic life support (BLS) knowledge and skills. A total of 117 high school students (aged 15-17 years) were randomly assigned to either the video game group (Lifesaver interactive scenario) or the traditional lecture-plus-practice group. All participants completed baseline, 1-month, and 6-month assessments using a 15-item BLS knowledge test and a 22-item skill performance checklist completed on a CPR manikin. The video game group received a 13-minute interactive scenario-based BLS training, while the control group received a guideline-based lecture and hands-on manikin practice. Outcomes included changes in BLS knowledge and skill scores over time and group differences in short- and long-term retention. Data were analyzed using nonparametric tests due to non-normal distribution. The study aimed to determine whether the serious game improves BLS learning and retention compared with traditional instruction.
Interventions
OTHERLifesaver Video Game CPR Training
The Lifesaver video game is an interactive, scenario-based CPR training tool developed by the Resuscitation Council (UK). Participants use their mobile phones to complete a simulated cardiac arrest scenario involving a teenage victim. The game teaches recognition of cardiac arrest, calling emergency services, performing chest compressions, rescue breaths, and AED use. Training was completed individually under supervision.
OTHERTraditional Instructor-Led CPR Training
Participants received a traditional instructor-led CPR training consisting of a theoretical lecture based on the Ministry of Health Adult Basic Life Support guidelines and hands-on CPR practice using an adult manikin. Training lasted approximately 2 hours and did not include any digital or game-based components.
Sponsors
Burcu SELVI CALSIKAN
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Intervention model description
Participants were randomly assigned to either the video game-based CPR training group or the traditional instructor-led CPR training group in a parallel two-arm design.
Eligibility
Sex/Gender
ALL
Age
15 Years to 17 Years
Healthy volunteers
No
Inclusion criteria
* Students enrolled in the 11th grade at Üsküdar High School, Aged 15-17 years, * Volunteered to participate in the study, * Owns a smartphone capable of running the Lifesaver video game, * No health problems affecting verbal communication, * Provided written informed consent signed by both the student and their parent/guardian
Exclusion criteria
* Received Basic Life Support (BLS/CPR) training within the past 12 months, * Transferred to another school during the study period, * Declined to participate or withdrew consent at any time
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in CPR Knowledge Score After Training | Baseline, 1 month after training, and 6 months after training | A multiple-choice CPR knowledge assessment consisting of 15 items was used to measure adolescents' theoretical understanding of adult Basic Life Support. Each correct answer was scored as 1 point, with total scores ranging from 0 to 15. Knowledge scores were measured at baseline (pre-test), 1 month after training, and 6 months after training in both groups. The primary outcome is the change in knowledge score from baseline to follow-up. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in CPR Skill Performance Score After Training | Baseline, 1 month, and 6 months after training | A 22-item CPR skill performance checklist scored using a 3-point Likert scale (0 = insufficient, 1 = needs improvement, 2 = sufficient), with total scores ranging from 0 to 44. Skill performance was assessed using an adult CPR manikin at baseline, 1 month, and 6 months after training. The outcome reflects changes in CPR skill competency over time. |
Countries
Turkey (Türkiye)
Outcome results
None listed