Effectiveness of Face-to-Face, Synchronous, and Asynchronous Online Education Methods in Basic Life Support Training: Interventional Study

Objective: Basic Life Support (BLS) training is a professional requirement for students in health-related fields and an essential skill for the general population. Maintaining up-to-date BLS knowledge and skills is therefore important. This study aimed to compare the effectiveness of faceto-face, synchronous online, and asynchronous online BLS training delivered to university students. Material and Methods: This randomized controlled experimental study was conducted with 290 university students using a pretest-posttest design. After baseline knowledge assessment, participants were randomized into face-to-face (n=100), synchronous distance education (n=94), and asynchronous distance education (n=96) groups. Training consisted of theoretical instruction and practical application. The face-to-face group received classroom-based instruction, the synchronous group attended live online sessions, and the asynchronous group completed the training through a pre-recorded video prepared by the researcher. Knowledge and skill levels were assessed on the first day and at the first month after training. Results: On the first day after training, mean knowledge scores were 12.34±1.62 in the face-to-face group, 10.03±2.39 in the synchronous group, and 8.89±1.81 in the asynchronous group. At the first month, these scores decreased to 11.26±2.03, 8.09±2.61, and 7.19±1.98. Mean skill scores on the first day were 10.32±1.79, 9.11±2.10, and 8.71±2.26, and declined at the first month to 9.26±1.57, 7.78±1.77, and 7.57±1.92. Statistically significant differences were found among the groups in both knowledge and skill assessments at both time points (p