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

Dumcke R, Wegner C, Rahe-Meyer N (2021)
Research in Subject-matter Teaching and Learning (RISTAL) 4: 37-59.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Autor*in
Dumcke, RicoUniBi ; Wegner, ClaasUniBi ; Rahe-Meyer, Niels
Abstract / Bemerkung
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.
Stichworte
bystander resuscitation; interest; quality; gender; teaching; schools
Erscheinungsjahr
2021
Zeitschriftentitel
Research in Subject-matter Teaching and Learning (RISTAL)
Band
4
Seite(n)
37-59
ISSN
2616-7697
Page URI
https://pub.uni-bielefeld.de/record/2951753

Zitieren

Dumcke R, Wegner C, Rahe-Meyer N. Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition? Research in Subject-matter Teaching and Learning (RISTAL). 2021;4:37-59.
Dumcke, R., Wegner, C., & Rahe-Meyer, N. (2021). Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition? Research in Subject-matter Teaching and Learning (RISTAL), 4, 37-59. https://doi.org/10.23770/RT1841
Dumcke, R., Wegner, C., and Rahe-Meyer, N. (2021). Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition? Research in Subject-matter Teaching and Learning (RISTAL) 4, 37-59.
Dumcke, R., Wegner, C., & Rahe-Meyer, N., 2021. Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition? Research in Subject-matter Teaching and Learning (RISTAL), 4, p 37-59.
R. Dumcke, C. Wegner, and N. Rahe-Meyer, “Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?”, Research in Subject-matter Teaching and Learning (RISTAL), vol. 4, 2021, pp. 37-59.
Dumcke, R., Wegner, C., Rahe-Meyer, N.: Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition? Research in Subject-matter Teaching and Learning (RISTAL). 4, 37-59 (2021).
Dumcke, Rico, Wegner, Claas, and Rahe-Meyer, Niels. “Introducing bystander resuscitation as part of subject-matter teaching in secondary schools: Do we overestimate interest and skill acquisition?”. Research in Subject-matter Teaching and Learning (RISTAL) 4 (2021): 37-59.

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