Effectiveness and retention of learning the use of an automated external defibrillator in adolescents: a comparative analysis of three teaching methods

Abstract

Abstract This study compared the effectiveness of three teaching methods (traditional, video-based, and augmented reality training) on the acquisition, performance quality, and retention of automated external defibrillator skills in secondary school students. A quasi-experimental study was conducted with post-intervention measurements and a 3-month follow-up. 193 untrained students (aged 13–15) were divided into three intervention groups (traditional training group, video training group, and augmented reality training group). Skills were individually assessed using a simulation manikin immediately post-intervention and at a 3-month follow-up, measuring shock effectiveness, safety, quality, and time. Immediately after training, all methods achieved high rates of effective and safe shocks, though performance quality was superior in the digitally supported groups. At 3 months, the augmented reality training group maintained a 100% effective shock rate, whereas the traditional training group showed a significant decrease. While execution times were similar initially, differences emerged during follow-up. In conclusion, although all methodologies are effective for initial skill acquisition, digital resource-based training promotes higher execution quality and superior long-term retention, strongly supporting their implementation in educational contexts.