Background: Approximately 450,000 out-of-hospital incidents of cardiac arrest occur annually in the USA; of those cases, approximately 10% will survive. High quality and timely cardiopulmonary resuscitation (CPR) can have a significant impact on a patient’s chance of survival. The purpose of this study was to investigate how a peer-assisted learning (PAL) community might affect undergraduate pre-professional healthcare students’ skills and knowledge retention, as well as their confidence when performing CPR. Methods: An 8-week CPR course was offered at a 4-year higher education institution in the USA. Forty-five participants were recruited by convenience sampling and groups were assigned based on which CPR course the student was enrolled in. Participants completed a Pre- and Post-Simulation CPR to assess their confidence and knowledge before and after the intervention; performance-based retention was measured using a Little Anne QCPR mannequin. Results: A repeated-measures ANOVA was conducted to compare responses in the Pre- and Post-Simulation CPR surveys. The only significant finding suggested that experimental group participants felt more confident in skills and knowledge to perform CPR. Specific CPR skills were collected from the Little Anne QCPR mannequin were analysed using a multivariate analysis of variance (MANOVA). All treatment findings were non-significant. Conclusions: Results indicated that participants felt more knowledgeable and confident in their skillset post-CPR course regardless of the learning environment. While PAL environments may not always result in heightened knowledge retention, their incorporation may assist with peer debriefing when completing repetitive skills practice.
Gros et al. (Sat,) studied this question.