The requirements or perhaps best practices for using visual feedback for teaching and learning CPR don't have a direct grounding in learning outcomes. Current evidence suggests that feedback increases compliance with current guidelines of compression dept and rate. This session engages the audience and facilitators to look the triangulated data from courses that use visual feedback manikins in various combinations of instructor/peer learning; visual feedback in teaching/assessment; and with peer learning adjuncts.
Presentation of objective data, learner's intention to aid, and instructor video will inform how various combinations can lead to different outcomes to meet training objectives. Data comes from a prospective study of 11 CPR courses using visual feedback for adult resuscitation skills. Data collected from recording manikins for compression and ventilation provides objective indicators of learning. The Intention to Aid tool, based on the Theory of Planned Behavior broadens the educational assessment to include changes in attitude, confidence, and willingness, which are often overlooked as outcomes. The view of the instructor can be overlooked from curriculum designers perspective, so adding in video evidence of how classes emerge regarding engagement influences outcomes.
Dialogue regarding lay public and medical professionals learning outcomes will enhance learning of pedagogical approaches. Audience experience with instruction and facilitation will be incorporated to identify recommendations for future implementation of visual feedback in courses and for its use from a policy perspective.