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      What level of support is required to enable secondary school teachers to effectively teach first aid? A randomized trial

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          Abstract

          In light of the UK government’s decision to make first aid education mandatory in schools, this article adds to the body of evidence to inform the implementation of this decision. Our research aimed to explore whether providing extra support to teachers increased their confidence to teach first aid, and whether this support influenced student learning outcomes. Thirty-five teachers were randomly allocated into two experimental groups and one control group. The first experimental group received support through a video medium, the second through an interactive webinar. The control group was provided with no support beyond the learning materials provided to all participants. Our analysis suggests that while providing support for teachers does not positively affect their confidence to teach first aid in the classroom, this increased support does positively affect the first aid knowledge of students.

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          Most cited references 13

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          ‘Cardiopulmonary resuscitation and automatic external defibrillator training in schools: “Is anyone learning how to save a life?”’

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            ‘Kids save lives: A six-year longitudinal study of schoolchildren learning cardiopulmonary resuscitation: Who should do the teaching and will the effects last?’

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              ‘Further development of an elementary Science Teaching Efficacy Belief Instrument: A preservice elementary scale’

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                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                21 July 2020
                : 18
                : 2
                : 236-249
                Affiliations
                The British Red Cross, UK
                Author notes
                Corresponding author: Email: EOliver@ 123456redcross.org.uk
                Article
                10.14324/LRE.18.2.07
                Copyright © 2020 Ellis, Gordon, Forsyth, Ward and Oliver

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 21, Pages: 15
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                London Review of Education
                Volume 18, Issue 2

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