Introduction
Cardiac arrest outcomes depend heavily on the rapid and competent delivery of Basic Life Support (BLS). Traditional teaching methods, while foundational, may not guarantee sustained learning or high-quality performance in real-life scenarios. Pecha Kucha (PK), a concise and visually driven presentation format, has emerged as a potential mechanism to boost engagement, retention, and practical application in health education. This randomized controlled trial investigates whether BLS training delivered via the PK method can enhance theoretical knowledge and CPR performance among health services students compared with a conventional approach.
Methods
The study followed CONSORT guidelines for a randomized controlled pretest–posttest design. A total of 120 health services students enrolled in first-aid courses were randomized to receive BLS training using PK or a traditional lecture-based method. Data collection employed a descriptive characteristics form and the Basic Life Support Skills Questionnaire, administered before training, shortly after, and four weeks post-training. The assessment also included a BLS Implementation Checklist to gauge practical performance of CPR steps, with independent observers conducting evaluations to ensure objectivity.
Interventions in the PK group consisted of an eight-minute BLS/CPR training delivered through a sequence of 20 time-limited slides (20 seconds per slide). The concise, visually focused format emphasized essential steps while maintaining a structured flow. The control group received a standard 30-minute PowerPoint presentation covering the same core content. The trial site was a public university in Türkiye, with ethical approval and trial registration (NCT06213961).
Outcomes and statistics
Primary outcomes were changes in knowledge and practical skills related to BLS, assessed via the Basic Life Support Skills Questionnaire and the implementation checklist. Descriptive statistics described participant characteristics, while inferential analyses (t-tests, ANOVA, and repeated measures ANOVA) evaluated within- and between-group differences over time. Significance was set at p < 0.05.
Baseline characteristics showed comparability between groups in age, gender distribution, previous BLS exposure, and academic achievement, reducing the risk of confounding. Notably, prior BLS training correlated with higher pre-test scores within both groups, underscoring the persistent value of foundational exposure.
Results
Across time points, the PK group demonstrated statistically significant improvements in both knowledge and practice after training and at the one-month follow-up compared with pre-training levels (p < 0.001). Repeated-measures analyses revealed a significant group-by-time interaction, indicating that PK produced greater gains over time than the traditional method. Within-group comparisons showed that the PK group maintained elevated knowledge and skills at one month, with scores significantly higher than pre-training levels (p < 0.001).
Performance of BLS application steps also improved post-training in both groups, with the PK group achieving higher mean scores overall. While the traditional method yielded progress, the PK approach produced a more pronounced and sustained enhancement in both theoretical understanding and practical competency necessary for effective BLS/CPR.
Discussion
The findings suggest that PK-based BLS education offers a compelling advantage over traditional lectures, particularly in domains requiring rapid acquisition and accurate execution of life-saving steps. The PK format’s tight time constraints, visual emphasis, and structured progression likely support better information encoding and retrieval under pressure. These benefits align with previous PK literature across health sciences education, where concise, visually rich presentations have been associated with improved knowledge retention and learner engagement.
Limitations include the single-institution setting, a relatively short follow-up of one month, and reliance on self-reported performance with observer-based checks. Further research should examine long-term retention, transfer to real-world resuscitation scenarios, and the applicability of PK to diverse student populations or continuing professional education.
Conclusions
Pecha Kucha-based BLS training significantly improves students’ knowledge and CPR practical skills, with effects persisting for at least one month. For educators seeking efficient, engaging, and lasting training methods in life support, PK represents a valuable tool worth broader implementation and longer-term evaluation.
Trial registration and ethics
This randomized controlled trial was registered at ClinicalTrials.gov (NCT06213961) on March 27, 2024, with approval from the Aksaray University Human Research Ethics Committee.
