Enhancing first-aid self-efficacy: A randomized trial comparing three interactive educational ınterventions.

Authors

Fatma Avsar, Birgul Vural, Ayla Korkmaz

Published in

Journal of education and health promotion. Volume 15. Pages 376. Epub Aug 31, 2026.

Abstract

Effective first-aid education is a critical public health strategy to reduce the burden on emergency services. This study aimed to evaluate and compare the effectiveness of three interactive first-aid training modalities (case-, video-, and drama-based) on university students' first-aid self-efficacy.
A three-arm randomized controlled trial with a pretest-post-test design was conducted. The study included 93 university students, randomly assigned to three intervention groups (n = 31 each). The intervention groups received six core first-aid topics delivered through case-, video-, or drama-based methods, while the control group received unstructured education. Data were collected using the "First Aid Self-Efficacy Scale." Statistical analysis was performed using analysis of covariance to compare post-test scores while controlling for baseline differences.
More than 95% of the participants were unmarried, and more than 50% in each study group were female. Post-test mean scale scores were highest in the case-based group (194.16 ± 25.17), followed by the video-based (190.61 ± 24.08), drama-based (168.22 ± 54.37), and unstructured groups (162.29 ± 45.19). Baseline sociodemographic assessments revealed a statistically significant difference in gender distribution across groups (p = 0.008). However, after adjusting for these baseline scores, the study results showed no statistically significant differences between the three interactive training groups in total first-aid self-efficacy or its subdimensions at post-test (p > 0.050). While all groups demonstrated a longitudinal improvement in self-efficacy scores from preintervention to postintervention, no single interactive method demonstrated statistical superiority over the others.
Interactive first-aid training, regardless of the specific modality, is effective in enhancing students' self-efficacy. These findings suggest that educators can flexibly employ a range of interactive strategies to achieve comparable outcomes in prehospital emergency care training. Interactive first-aid training meets essential health policy benchmarks for emergency preparedness, offering educators flexible, effective, and interchangeable modalities to enhance public self-efficacy.

PMID:
42829738
Bibliographic data and abstract were imported from PubMed on 04 Oct 2026.

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