This site became the new on June 19th. Learn more.
Show more Menu IMPORTANT: Listing of a study on this site does not reflect endorsement by the National Institutes of Health. Talk with a trusted healthcare professional before volunteering for a study. Read more... Menu IMPORTANT: Talk with a trusted healthcare professional before volunteering for a study. Read more... Menu
Give us feedback

Basic Life Support (BLS) and Barriers to Cross-Cultural Education (BLSinBotswana)

This study has been completed.
Laerdal Medical
Information provided by:
Children's Hospital of Philadelphia Identifier:
First received: July 14, 2008
Last updated: October 13, 2010
Last verified: October 2010
This is a randomized, multi-center intervention trial comparing two educational programs on healthcare provider performance in the Botswana national hospital system. This study addresses the critical question of how to effectively and consistently measure and associate CPR knowledge and psychomotor skills, enabling the optimization of the learners' environment.

Condition Intervention
Medical Education Behavioral: Assessment

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Factorial Assignment
Masking: None (Open Label)
Primary Purpose: Health Services Research
Official Title: Correlation of Cognitive and Technical Skills Assessment for Basic Life Support and Identification of Barriers to Cross-Cultural Education

Resource links provided by NLM:

Further study details as provided by Children's Hospital of Philadelphia:

Primary Outcome Measures:
  • To determine selected cognitive knowledge and critical thinking skills. [ Time Frame: 1 year ]

Enrollment: 215
Study Start Date: January 2009
Study Completion Date: September 2010
Primary Completion Date: June 2010 (Final data collection date for primary outcome measure)
Intervention Details:
    Behavioral: Assessment

    Cognitive Assessment:

    Knowledge base and critical thinking will be evaluated by a 50-question BLS multiple-choice examination. At the designated 4 cognitive assessments in the study (pre-course, immediately post course, 3 months and 6 months) 50 equivalent questions will be used to cover all core BLS objectives. Technical Skills Assessment:

    Primary outcome measures of adequacy of chest compressions and ventilations as well as key actions for each of the 3standardized basic life support skill tests during 3-minute testing scenarios. Video review by 2independent experts will be utilized for objective assessment of time and order dependent skills, and manikin output will be utilized to assess qualitative effectiveness of skills (adequate ventilation, compression, and defibrillation).

    Survey Instrument for Barriers to Acute Medicine Education:

    A survey tool will be used to identify barriers to acute medicine education implementation and efficacy.

    Other Names:
    • cognitive assessment
    • critical thinking
    • outcome measures of adequacy of chest compressions
    • outcome measures of adequacy of ventilations
Detailed Description:

Context: The World Health Organization (WHO) estimates that more than 16 million people die from cardiovascular diseases each year, accounting for more than one-third of global deaths. Almost half of these deaths take place in hospitalized settings. Standard acute medicine education programs have had limited success in training hospital based healthcare providers to acquire, retain, and transfer knowledge and skills to impact patient outcomes in both developed and developing countries. There is a gap between the cognitive knowledge and critical thinking skills attained during courses and the technical and team skills actually performed by hospital-based healthcare providers. This gap between existing knowledge and performed skills restricts care delivery, underutilizes available resources, and contributes to the number of preventable deaths. This gap is further accentuated in resource limited settings, where barriers to implementation of successful acute medicine training programs are often accentuated.

Primary Objective:

1. To determine selected cognitive knowledge and critical thinking skills which are associated with technical and team skills performance assessed immediately following Basic Life Support (BLS) for Health Care Providers course training.

Secondary Objectives:

1. To identify cultural, healthcare environment and educational barriers that currently impede acquisition, retention, and transfer of knowledge and skills in acute medicine educational programs in resource limited settings.


Ages Eligible for Study:   Child, Adult, Senior
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  1. Healthcare providers involved in patient contact.
  2. Participation in BLS for Healthcare Provider Course

Exclusion Criteria:

  1. Have received formal Basic Life Support training in previous 12 months.
  2. Inability to perform or complete cognitive and skills assessment testing (pre, immediate post, 3 or six month post).
  3. Healthcare personnel performing an educational rotation at the district or referral hospital will not be eligible due to loss of follow-up.
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its identifier: NCT00715767

Sponsors and Collaborators
Children's Hospital of Philadelphia
Laerdal Medical
Principal Investigator: Pete Meaney, MD Children's Hospital of Philadelphia
  More Information

Responsible Party: Pete Meaney, MD, Children's Hospital of Philadelphia Identifier: NCT00715767     History of Changes
Other Study ID Numbers: 2008-1-5700
Study First Received: July 14, 2008
Last Updated: October 13, 2010

Keywords provided by Children's Hospital of Philadelphia:
BLS training
post graduate education
resource-limited settings
medical education
CPR retention
cultural barriers processed this record on September 19, 2017