Keywords
aula invertida
aprendizaje basado en retos
estudiantes Traditional instruction
flipped classroom
challenge-based learning
students
How to Cite
Abstract
The aim of this study was to evaluate and compare the effectiveness of three Basic Life Support (BLS) teaching methods for secondary school students, as well as to analyze their impact on theoretical knowledge and attitudinal variables related to helping behavior. A prospective pre–post observational study was conducted with 110 students [69 girls (62.7%)] with a mean age of 15.50 years (SD = 0.42), divided into three groups: (1) traditional/classical teaching (TG; n = 31); (2) flipped classroom (FCG; n = 38); and (3) challenge-based learning (CBLG; n = 41). A 10-question ad hoc questionnaire was used to assess knowledge, and the Attitudes Toward the Use of Automated External Defibrillator and Basic Life Support Questionnaire was used to assess attitudes toward BLS. The results show that all three methodologies improved students’ knowledge after the intervention. Active learning methodologies (flipped classroom and challenge-based learning) increase perceived self-efficacy, positive motivation, and the intention to perform BLS, and reduce demotivation. These findings highlight the importance of integrating active learning methodologies into BLS instruction in the school setting.
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