A pilot study of flipped cardiopulmonary resuscitation training: Which items can be self-trained?

Veerle Van Raemdonck*, Dirk Aerenhouts, Koen Monsieurs, Kristine De Martelaer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Objective: This study evaluated self-trained basic life support (BLS) skills acquired from an e-learning platform to design a complementary in-class training approach. Design: In total, 41 students (15–17 years, 29 men) participated in a pilot study on self-training in BLS. After 6 weeks, a compression-only cardiopulmonary resuscitation (CPR) test assessed the skills acquired. Setting: A practice-based research setting. All data were collected in Flemish secondary schools in the context of the regular school curriculum. Methods: All tests were video-recorded. Data on motor skills were additionally collected on a Resusci Anne mannequin with Skillreporting software®. Quantitative data were analysed by analysis of variance (ANOVA). The qualitative aspects of basic life-saving actions were evaluated using European Resuscitation Council (ERC) guidelines. Results: Alerting emergency services, checking for consciousness and placing electrodes can be learned autonomously and be taught by means of pre-instruction. Hands-on training is necessary for compression skills and freeing the airway. Conclusion: Self-training in BLS offers insight into a flipped classroom CPR training strategy. Hands-on training should focus on motor skills, including head tilt and compression depth.

Original languageEnglish
Pages (from-to)946-955
Number of pages10
JournalHealth Education Journal
Issue number8
Publication statusPublished - 1 Dec 2017


  • BLS
  • BLS training
  • flipped classroom
  • health promotion
  • physical education


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