Select feedback technology to match the learner population, setting and learning objective, and reinforce with spaced booster training¶

Strategy · All strategies
Evidence · 5 claims (1 for, 4 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The review's concluding recommendation is that real-time feedback is valuable but its effectiveness is tempered by device type, learning group and training context, so technology must be carefully selected for the intended population and objective. It further recommends combining the chosen technology with reinforcement: "a carefully selected technology, in combination with some degree of reinforcement (spaced and booster training), will assist in the retention of skill acquisition." The review also notes monthly refresher sessions and AHA-recommended booster sessions every 1 to 6 months help maintain proficiency.

Design Implications¶

Context¶

Requirements¶

• Selection must consider the demographic population, educational or clinical setting, and the intended learning objective(s), as the review states

Constraints¶

• The review notes challenges including added mental load, possible distractions from patient care, and equipment cost that institutions should weigh when planning training programs

Target Learners¶

• medical and nursing students
• healthcare professionals
• laypersons and secondary school students learning BLS

Target Learning Goals¶

• high-quality chest compression depth, rate, recoil and hand positioning
• retention of CPR skills over time

Claims¶

• An augmented-reality CPR training application did not improve CPR quality compared with a standard audio-visual feedback manikin [~W]
• Feedback devices improved pediatric resuscitation quality but increased subjective workload and shifted visual attention away from the patient [~W]
• Feedback from trained humans was in some settings as effective as mechanical feedback devices for CPR quality [~W]
• Real-time feedback systems generally improve CPR quality in simulation-based training, particularly compression rate and depth [+W]
• Some accelerometer-based and AED-integrated audiovisual feedback devices improved certain CPR parameters but reduced compression depth [~W]

Related Strategies¶

• Select technology-based learning elements intentionally across four design considerations, chosen to align with stakeholders and learning theory
• Design CPR education as an ongoing, reinforcement-based process combining spaced intervals, feedback, and cognitive components
• Distributed Practice
• Train paraprofessional tutors with one initial day of training plus two two-hour booster sessions

Examples¶

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Key Sources¶

• Sabery Mahdieh, Batooli Zahra, Sabbarifard Ebrahim, Ghaffari Faezeh. (2026). Simulation-based feedback systems in cardiopulmonary resuscitation training: a scoping review. BMC Emergency Medicine. https://doi.org/10.1186/s12873-026-01553-4