Leyla SARAC
Mersin University, The School of Physical Education and Sports, TURKEY.
DOI: 10.14689/ejer.2017.72.5

ABSTRACT

Purpose: While various approaches, methods, and devices have been employed to foster maximum learning of CPR skills, researchers have suggested external feedback as a crucial source for the improvement of these skills. Purpose: The purpose of this study was to determine the effects of augmented concurrent (AC) and augmented terminal knowledge of results (AT-KR) on cardiopulmonary resuscitation (CPR) skill acquisition. Method: A sample of 76 second-year university students participated in the study. All study participants, who were determined to be eligible, completed a total of four hours of CPR training (two hours a week). Immediately after the training, the pre-test (ten sets of CPR) was administered to determine the participants’ baseline CPR skill level. Participants were then assigned into three groups, one control and two experimental groups (AC and AT-KR), according to their sex and baseline CPR skill level. Participants in the AC group received a simultaneous visual feedback during CPR practice; participants in the AT-KR group received a printed report of their performance after they completed the CPR practice; and students in the control group received no feedback related to their CPR performance. Upon completion, effects of the feedback were measured to show CPR performance improvement at post-test relative to the pre-test. Findings: Students in the AC and AT-KR group performed better in some ventilation and compression skills than the students in the control group. Implications for Research and Practice: Usage of advanced technical feedback devices are recommended to enhance CPR skill acquisition.

Keywords: Motor learning Skill acquisition CPR Basic life support First aid.