Comparing methods of cardiopulmonary resuscitation instruction on learning and retention

This article describes a study of two methods of teaching CPR where immediate and long-term retention of CPR skills and knowledge were compared. Forty-nine subjects were randomly assigned to either a control group (didactic instruction) or an experimental group (modular instruction). Knowledge retention was evaluated by means of a written examination. Skills retention was evaluated by the Mandel observation instrument. The knowledge and skills performance of both groups, immediately following the class and at 3 months follow up, were not significantly different. Based on these results, modular instruction appears to be an effective alternative to the conventional time-consuming and expensive method commonly used for CPR instruction.