KAH-MENG CHONGYang, Hsiang-WenHsiang-WenYangHe, Hsien-ChinHsien-ChinHeWAN-CHING LIENYang, Mei-FenMei-FenYangCHIEN-YU CHIYEN-PIN CHENCHIEN-HUA HUANGPATRICK CHOW-IN KO2023-05-162023-05-162023-04-051438-8871https://scholars.lib.ntu.edu.tw/handle/123456789/631076Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education faces obstacles during the outbreak of emerging infectious diseases, such as COVID-19. When face-to-face teaching is limited, distance learning-blended learning (BL) or an online-only model-is encouraged. However, evidence regarding the effect of online-only CPR training is scarce, and comparative studies on classroom-based BL (CBL) are lacking. While other strategies have recommended self-directed learning and deliberate practice to enhance CPR education, no previous studies have incorporated all of these instructional methods into a BLS course.enbasic life support; blended learning; cardiopulmonary resuscitation; cardiopulmonary resuscitation education; classroom-based blended learning; deliberate practice; digital health intervention; digital training; distance learning; educational outcomes; online course; online learning; online lectures; remote education; remote learning; resuscitation; self-directed learning; static-group comparison study; virtual education; virtual learning[SDGs]SDG3[SDGs]SDG4journal article10.2196/42325370180232-s2.0-85151801436https://api.elsevier.com/content/abstract/scopus_id/85151801436