The learning impact of a virtual CPR webinar for seniors
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Aim: To assess the learning impact of a virtual interactive CPR webinar for seniors through mix-methods quantitative and qualitative survey analysis. Methods: We surveyed 350 webinar attendees. The webinar trained participants in hands-only CPR technique and AED use. Survey questions included multiple-choice selection and open-ended responses. Qualitative inductive thematic analysis was conducted on open-ended question responses. Knowledge of CPR was measured on a 3-point scale (very little knowledge, some knowledge, a lot of knowledge). Proportions were compared pre and post seminar using a z-test. Results: 231 respondents ≥ 65 years participated in the survey (response rate 66.0 %). There was a significant increase in self-reported knowledge of CPR pre and post webinar (very little knowledge 33.9 % to 1.8 % P < 0.00001, some knowledge 54.2 % to 12.1 % P < 0.0001, a lot of knowledge 11.9 % to 86.1 % P < 0.0001). We found 5 main themes on participant feedback: Positive affective comments, learning, constructive criticism, the desire to share information and comments on CPR ability. We identified 4 main themes related to further questions: Performing CPR in different circumstances, risks of CPR, information sharing, and prevention of death from myocardial infarction. Following the webinar, 89.9 % of respondents chose that they would be very likely to perform CPR on a friend, family member or colleague. Conclusion: This study highlights the success of virtual CPR webinars for senior citizens in improving self-reported CPR knowledge. This has potential to address barriers to online education for seniors and increase bystander CPR rates.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it