Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?

Autor/inn/en	Dumcke, Rico; Wegner, Claas; Rahe-Meyer, Niels
Titel	Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 4 (2021) 1, S. 37-59Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
Schlagwörter	Fragebogen; Gesellschaft; Kompetenzerwerb; Sekundarstufe I; Biologie; Geschlecht; Herz-Kreislauf-Tod; Erste Hilfe; Gesundheit; Fachunterricht; Schulung; Intervention; Mehrdimensionalität; Wissenszuwachs; Laie
Abstract	Cardiac health is a major health issue in modern societies. To improve bystander response to cardiac arrests, it has been recommended to introduce instruction in basic life support (BLS) into health-related subject-matter education (e.g., biology). This study aims to explore perceived specific interest, knowledge and recorded BLS performance before and after a BLS intervention, as well as possible effects of gender. Data of N = 365 secondary school students in Germany was analysed. They answered a questionnaire dealing with subject-related interest and a knowledge-test, before and after at least two lessons about BLS. A subgroup of students (n = 186) attended a simulation-based assessment. We found that students performed better chest compressions, but that initial interest was not sustained during intervention, particularly in the case of male students. The quality of chest compressions and knowledge growth can be improved for some aspects and future classroom interventions should aim towards a better understanding of students' interest motives for learning these skills. The role of more problem- and health-oriented, reflective, and modular learning opportunities in BLS education should be investigated to better address these issues compared to common instruction-centred trainings. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1