A Study to Evaluate How Effective a Video-Based Teaching Program is in Improving Students' Knowledge About Performing Cardiopulmonary Resuscitation

Abstract

Background: Across the world and within regions, sudden cardiac arrest (SCA) continues to be a major driver of elevated death rates. Survival improves markedly when a nearby person begins Cardiopulmonary Resuscitation (CPR) right away, yet broad public understanding is still limited, especially in developing countries such as India. Secondary school learners are a suitable community segment to prepare as motivated, rapid responders in emergencies.

Objectives: Determine high school students’ initial (pre-test) understanding of CPR. Assess knowledge after an interactive Video-Assisted Teaching Program through a post-test. Identify which demographic factors are linked with the early baseline level of knowledge.

Methodology: Using a pre-experimental single-group pre-test/post-test approach, the study involved 60 high school students chosen through non-probability convenience selection from one urban city school. Researchers used a structured 20-question knowledge tool (r=0.9180). The post-test was carried out 7 days after the intervention.

Results: At baseline, the average pre-test score measured 8.50±2.81, corresponding to a mean of 42.50%. After the video-based program, the average post-test score rose substantially to 15±2.82, or a 75% mean. A paired t-test showed the intervention had a strongly significant impact (t=13.91, p=0.0001). Chi-square testing and ANOVA found meaningful baseline links with student age, father’s education, and the area of residence (p<0.05).

Conclusion: Among adolescents, video-assisted teaching effectively addresses key gaps in basic life support knowledge and is strongly suggested for routine inclusion within standard school curricula.