What question did this study set out to answer?

The study aims to compare the effectiveness of video-based training and face-to-face training in CPR knowledge and skills among EMS students.

February 8, 2026SHILAP Revista de lepidopterología0 citationsOpen Access

A Comparative Study of Video-Based and Face-to-Face Cardiopulmonary Resuscitation Training among Emergency Medical Services Students

ARAli RezaeiShiraz University of Medical Sciences NZNahid ZarifsanaieyShiraz University of Medical Sciences ZKZahra karimianHamedan University of Medical Sciences

Key Points

The study aims to compare the effectiveness of video-based training and face-to-face training in CPR knowledge and skills among EMS students.
Quasi-experimental design with 86 EMS students from Qom University.
Participants assigned to video-based training or face-to-face training groups.
Knowledge and practical skills assessed using validated examinations before and after training.
Data analyzed using Chi-square and t-tests with a significance level of P<0.05.
Pre-test scores did not significantly differ between VBT and FFT groups.
Post-test scores were significantly higher in the VBT group compared to FFT group (P>0.001).
No significant associations between post-test scores and demographic variables like age, GPA, or gender.

Abstract

Background: Cardiopulmonary arrest remains a major cause of mortality worldwide and is a critical concern in both developing and developed countries. Effective Cardiopulmonary Resuscitation (CPR) training is essential for improving survival outcomes. This study aimed to compare the effectiveness of Video-Based Training (VBT) and traditional Face-to-Face Training (FFT) in enhancing CPR knowledge and practical performance among undergraduate Emergency Medical Services (EMS) students.Methods: This quasi-experimental study included 86 EMS students enrolled in a mandatory CPR course at Qom University of Medical Sciences, Qom, Iran, from September 2023 to January 2024. Participants were recruited through convenience sampling and randomly assigned to either the VBT group or the FFT group using block randomization, with 43 students completing the study in each group. Both groups received identical educational content aligned with the American Heart Association (AHA) 2020 Guidelines, delivered through different modalities. Knowledge and practical skills were assessed using a validated, researcher-developed examination and checklist via the Direct Observation of Practical Skills (DOPS) as an approach to the assessment. The reliability of the instruments was confirmed through a test–retest procedure with correlation coefficient of 0.85, and assessments were conducted before and two weeks after the intervention. Data analysis was conducted in SPSS V.26 using Chi-square and t-tests, with a significance level of P0.001). Further analysis revealed no significant associations between post-test scores and demographic variables, including age (P=0.624), grade point average (P=0.930), or gender (P=0.085).Conclusion: The results indicate that VBT is an effective educational approach for teaching CPR, leading to significant improvements in both theoretical knowledge and practical performance among EMS students. Given its scalability, consistency, and learner-centered design, video-based instruction can serve as a viable alternative or complement to traditional face-to-face CPR education, especially in resource-limited or large-group settings.

Perguntar à IA

Bookmark

View Full Paper