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Does Contextual Interference Improve Retention of Basic Life Support Skills? A Randomized Controlled Trial

NCT02381093 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 74

Last updated 2017-12-19

No results posted yet for this study

Summary

The current method of teaching Basic Life Support (BLS) courses involves a practice schedule where learners rotate through each station once, without repetition. Laypeople learning within this blocked schedule may experience poor skill retention, resulting in suboptimal delivery of Cardiopulmonary Resuscitation (CPR). Implementing a Contextual Interference (CI) practice scheduling method to BLS training would involve presenting each station multiple times within the same timeframe. CI is known to lead to better retention in other domains, such as sport and engineering. Our project will test the effect of CI on the long-term retention of BLS skills. We hypothesize that participants trained in BLS using CI techniques will have superior skill retention at 3 months compared to those trained with the conventional BLS course.

Conditions

  • Basic Life Saving Skills
  • Cardiopulmonary Resuscitation
  • Skill Retention

Interventions

OTHER

Modified BLS course

BLS using CI

OTHER

Standard BLS Course

Usual BLS teaching

Sponsors & Collaborators

  • Ottawa Hospital Research Institute

    lead OTHER

Study Design

Allocation
RANDOMIZED
Purpose
SUPPORTIVE_CARE
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2015-07-31
Primary Completion
2017-04-30
Completion
2017-08-31

Countries

  • Canada

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT02381093 on ClinicalTrials.gov