Teaching basic life support algorithms by either multimedia presentations or  case based discussion equally improves the level of cognitive skills of  undergraduate medical students.
BACKGROUND
There is no evidence on the best method for teaching Basic Life Support (BLS).


OBJECTIVE
To compare two methods for teaching BLS, assessing the level of cognitive skills.


METHODS
Randomized, prospective study including 68 medical students. BLS algorithms were taught for 60 minutes using either a multimedia presentation (Group I, n=34) or case based discussion (Group II, n=34). Assessments included a scenario-based quiz test and an error-pinpointing video, which the students completed before (T1) and after (T2) teaching. Comparisons between both groups were made on scores of the assessments, actual increases in scores (final value - initial value) and score gains (actual increase/potential increase).


RESULTS
No significant differences were found between the groups in any of the recorded scores. Both groups improved their T2 scores (p values <0.001). The actual increases in scores and the score gains were similar in both groups. Test scores improved in 55.9% of students in Group I and 58.8% in Group II; video scores improved in 85.3% of Group I and in 82.3% of Group II.


CONCLUSIONS
BLS teaching by either multimedia presentations or case based discussion equally improves the level of cognitive skills among medical students.
Carrero
Enrique
E
Department of Anaesthesiology, Hospital Clinic, University of Barcelona, Villarroel 170, Barcelona, Spain. ecarrero@clinic.ub.es
Gomar
Carmen
C
Penzo
Wilma
W
Fábregas
Neus
N
Valero
Ricard
R
Sánchez-Etayo
Gerard
G
D000465:Algorithms; D003071:Cognition; D004504:Education, Medical, Undergraduate; D005260:Female; D006801:Humans; D008020:Life Support Care; D008297:Male; D019212:Multimedia; D011446:Prospective Studies; D013337:Students, Medical / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D055815:Young Adult