To Assess The Effectiveness Of The Traditional Teaching Method Versus The Digital Education System In Imparting Knowledge Of Cardio-Pulmonary System Resuscitation Among Students In Schools

Abstract

Cardiopulmonary resuscitation training for schools has several advantages, but the ideal age to start training is still debatable. Since out-of-hospital cardiac arrest is a significant public health issue, this is a serious subject. This study compared the effects of traditional and digital techniques for teaching CPR skills to ninth-grade pupils. Numerous studies have examined the efficiency of different training strategies for imparting CPR expertise.¹ Video self-instruction, which was utilized as a self-learning tool in a web-based instruction group and was suggested to help teach CPR, is one of the popular approaches that reach more individuals in society by doing away with the need for a formal instructor. Additionally, the case-based approach has been successfully employed in medicine, especially emergency first aid, where real-life emergencies or events were presented narratively to explain the context. Recent research on video self-instruction has backed up the benefits and efficiency of this approach for enhancing CPR abilities. The current study did, however, indicate that compared to conventional (Conventional), case-based instructional approaches, the video self-instruction method (Digital method) yielded inferior CPR performance. The psychological aspects of CPR instruction are fundamental.² Before teaching people CPR techniques, readiness, participation, and relevance should be taken into account, as these factors are significant predictors of motivation. In CPR instruction, the instructor's role in providing inspiration, excitement, and feedback is crucial. The instructor instructed the students in conventional (conventional) groups, utilizing hands-on practice and verbal reinforcement.³ In contrast, the students in the web-based (digital) teaching group still need this training. In the digital group, there was no interaction between the teacher and the students, which impacted how well they retained the information. Teachers are switching from traditional instruction to digital content supplied to them in ready-to-use formats that they can customize, edit, and adapt.