Learning by Peer Teaching Basic Life Support: A Prospective Randomized Controlled Study in Medical Students

Background. Cardiopulmonary Resuscitation (CPR) is a vital emergency procedure performed in case of cardiac arrest or respiratory insufficiency. However, this basic yet important skill is lacking in many undergraduate students. We aim to evaluate the impact of a teaching-learning method, “learning by teaching,” among medical undergraduate students for cardiopulmonary resuscitation. Methods. A total of 49 undergraduate medical students in the 3rd-year Bachelor of Medicine and Bachelor of Surgery (MBBS) were divided into 2 groups in a 1:1 ratio, namely, the teaching group (Group T) and the non-teaching group (Group NT). The intervention was done after the hands-on workshop on Life support skills. Knowledge and skills were evaluated after the intervention. Students’ and faculty’s perceptions of learning by the teaching method were also recorded on a Likert scale. Statistical analysis was performed using percentages and Student’s t-test. Results. When compared with the pre-test (T0) results, the non-teaching group (Group NT) showed no significant difference after 1 month, with both scores yielding non-significant results (p = 0.34). There was a significant difference in post-test 2 (T2) scores in the teaching group (Group T) compared to the non-teaching group (Group NT) (p < 0.05). Over 60% of faculty and students agreed that teaching is an effective way to retain knowledge and enhance skills. Conclusion. Learning by teaching is an effective way to retain theoretical knowledge and sharpen skills. This improves the performance of the preceptor but also disseminates knowledge and awareness in the community.