A Comparative Study of Video-Based and Face-to-Face Cardiopulmonary Resuscitation Training among Emergency Medical Services Students

Articles in Press

Document Type : Original Article

Authors

Department of E-learning in Medical Sciences, Virtual School and Center of Excellence in E-learning, Shiraz University of Medical Sciences, Shiraz, Iran

10.30476/ijvlms.2025.102489.1301

Abstract

Background: Cardiopulmonary arrest remains a major cause of mortality worldwide and is a critical concern in both developing and developed countries. Effective Cardiopulmonary Resuscitation (CPR) training is essential for improving survival outcomes. This study aimed to compare the effectiveness of Video-Based Training (VBT) and traditional Face-to-Face Training (FFT) in enhancing CPR knowledge and practical performance among undergraduate Emergency Medical Services (EMS) students.
Methods: This quasi-experimental study included 86 EMS students enrolled in a mandatory CPR course at Qom University of Medical Sciences, Qom, Iran, from September 2023 to January 2024. Participants were recruited through convenience sampling and randomly assigned to either the VBT group or the FFT group using block randomization, with 43 students completing the study in each group. Both groups received identical educational content aligned with the American Heart Association (AHA) 2020 Guidelines, delivered through different modalities. Knowledge and practical skills were assessed using a validated, researcher-developed examination and checklist via the Direct Observation of Practical Skills (DOPS) as an approach to the assessment. The reliability of the instruments was confirmed through a test–retest procedure with correlation coefficient of 0.85, and assessments were conducted before and two weeks after the intervention. Data analysis was conducted in SPSS V.26 using Chi-square and t-tests, with a significance level of P<0.05.
Results: The mean scores of pre-test did not differ significantly between the VBT (6.34±2.54) and FFT (6.41±2.17) groups (P=0.892), confirming baseline equivalence. However, post-test scores were significantly higher in the VBT group (74.51±8.19) compared to FFT group (64.74±9.94; P>0.001). Further analysis revealed no significant associations between post-test scores and demographic variables, including age (P=0.624), grade point average (P=0.930), or gender (P=0.085).
Conclusion: The results indicate that VBT is an effective educational approach for teaching CPR, leading to significant improvements in both theoretical knowledge and practical performance among EMS students. Given its scalability, consistency, and learner-centered design, video-based instruction can serve as a viable alternative or complement to traditional face-to-face CPR education, especially in resource-limited or large-group settings.

Highlights

Ali Rezaei (Google Scholar)

Nahid Zarifsanaiey (Google Scholar)

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences

Articles in Press, Accepted Manuscript
Available Online from 15 December 2025

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History

  • Receive Date: 29 April 2024
  • Revise Date: 22 August 2025
  • Accept Date: 02 October 2025
  • Publish Date: 15 December 2025

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