Different studies show that mixed methodology can be effective in medical training. However, there are no conclusive studies in specialist training on advanced life support (ALS). The main objective of this research is to determine if, with mixed didactic methodology, which includes e-learning, similar results are produced to face-to-face training. The method used was quasi-experimental with a focus on efficiency and evaluation at seven months, in which 114 specialist doctors participated and where the analysis of the sociodemographic and pre-test variables points to the homogeneity of the groups. The intervention consisted of e-learning training plus face-to-face workshops versus standard. The results were the performance in knowledge and technical skills in cardiac arrest scenarios, the perceived quality, and the perception of the training. There were no significant differences in immediate or deferred performance. In the degree of satisfaction, a significant difference was obtained in favour of the face-to-face group. The perception in the training itself presented similar results. The main limitations consisted of sample volume, dropping out of the deferred tests, and not evaluating the transfer or the impact. Finally, mixed methodology including e-learning in ALS courses reduced the duration of the face-to-face sessions and allowed a similar performance.

The aim of this study was to investigate the beliefs and knowledge of secondary school teachers regarding the teaching of resuscitation, since in Spain, in the context of health education in secondary schools, cardiopulmonary resuscitation and the use of the external defibrillator (AED) are not systematically trained, despite the fact that cardiac arrest is a very relevant health problem. The ex post facto research was carried out which 48 teachers participated. A complexity hypothesis was defined for each of the categories: conceptualization of basic life support (BLS), identification of the target population, didactic transposition, and the role of teachers. Univariate and multivariate statistical analysis was performed. Only 20% of the participants considered that semiautomatic external defibrillation is a technique that must be included in the BLS and the areas of ​​knowledge of the teaching staff was related to this conception, according to the multiple regression analysis; 76.1% of the participants considered that the training should be mandatory by law (median 5, IQR 1), but it is the health professionals who should provide the training (median 5, IQR 0). In conclusion, conception expressed by teachers about BLS could be an obstacle to the development of these competencies in the classroom and, therefore, it could hinder the universalization of these techniques. El objetivo de este estudio fue investigar las creencias y conocimientos en el profesorado de secundaria sobre la enseñanza de la reanimación, ya que en España, en el contexto de la educación para la salud en secundaria, la reanimación cardiopulmonar y el uso del desfibrilador externo (DEA) no se entrenan sistemáticamente, a pesar de que la parada cardiaca es un problema de salud muy relevante. Se realizó un estudio ex post-facto, que involucró a 48 profesores. Se definió una hipótesis de complejidad para las categorías: conceptualización del soporte vital básico (SVB), identificación de la población diana, transposición didáctica y el papel del profesorado. Se realizó un análisis estadístico univariante y multivariante. Solo el 20% consideraron que la desfibrilación externa semiautomática es una técnica que ha de ser incluida en el SVB, estando relacionado con el área de conocimiento del profesorado en el análisis por regresión múltiple; el 76,1% considera que la formación debe ser obligatoria (mediana 5, IQR 1), pero son los profesionales sanitarios los que deberían impartir la formación (mediana 5, IQR 0). En conclusión, la concepción que los profesores manifestaron sobre el SVB y su enseñanza podría ser un obstáculo para el desarrollo de estas competencias y dificultar su universalización.