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The Effects of Classwide Peer Tutoring on Correct Cardiopulmonary Resuscitation Performance by Physical Education Majors
Phillip Ward and Marie C. Ward
Journal of Behavioral Education
Vol. 6, No. 3 (September 1996), pp. 331-342
Published by: Springer
Stable URL: http://www.jstor.org/stable/41824135
Page Count: 12
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Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutorìng intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutorìng intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutorìng intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance.
Journal of Behavioral Education © 1996 Springer