• Peter Iserbyt, Liesbet Mols, Nathalie Charlier, and Sophie De Meester.
• Research Centre for Physical Activity, Health & Sport, Katholieke Universiteit (KU) Leuven, Leuven, Belgium.
• J Emerg Med. 2014 Jan 1;46(1):85-94.

BackgroundBasic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content.ObjectiveInvestigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes.MethodsThere were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention).ResultsAt retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention.ConclusionReciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS.Copyright © 2014 Elsevier Inc. All rights reserved.

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