Table 1.

Objectives, instructional methods, and implementation strategies for each basic life support (BLS) competency session.

Session topic (number of sessions; time of each session)	Objectives	Instructional design and implementation
Safety (2; 45 minutes)	Personal safety and the safety of people in need of BLS in cardiac arrest situations during the COVID-19 pandemic (hand hygiene, the donning and doffing of gloves and masks, types of masks, methods for approaching a person in need of BLS, and scene safety)	Video-based training [12]: Students review the instructional videos on the e-learning platform, produce instructional videos to present their skills, and receive feedback from the faculty on their performance.
BLS (3; 45 minutes)	Standard algorithms and modifications resulting from pandemic (methods that do not involve the look, listen, and feel technique and continuous, chest compression–only CPRa without mouth-to-mouth ventilation)	Video-based training and decision trees [13]: After familiarizing themselves with the assigned materials and conducting video discussions, students are presented with selected sudden cardiac arrest recognition and management scenarios related to BLS. Students have 5 attempts to solve each of the two decision trees and receive immediate feedback.
AEDb (3; 45 minutes)	Description of the equipment, equipment use, and where and how to find equipment during an out-of-hospital cardiac arrest Using an AED as a nonaerosol-producing step	Video-based training and decision trees: After familiarizing themselves with the assigned materials and conducting video discussions, students are presented with selected sudden cardiac arrest recognition and management scenarios related to BLS. Students have 5 attempts to solve decision trees and receive immediate feedback. Simple game scenario [6]: Participants implement the BLS/AED algorithm in a simple virtual environment, and the player or student has to save a person by applying CPR actions. Find your AED: Participants find the closest device to their place of residence by using the Staying Alive app [14].
pBLSc and FBAOd (3; 45 minutes)	Standard algorithms and modifications resulting from the pandemic	Video-based learning and decision trees: After familiarizing themselves with the assigned materials and conducting video discussion, students are presented with selected pediatric sudden cardiac arrest recognition and management scenarios related to pBLS. Students have 5 attempts to solve 1 decision tree and receive immediate feedback. Instructor-led, live practice session on Zoom about FBAO algorithms for infants and chest compressions for infants: Participants use available toys resembling a newborn.
Special circumstances leading to sudden cardiac arrest, such as anaphylaxis, heart attacks, strokes, diabetes, drowning, hypothermia, burns, and seizures (3; 45 minutes)	Definitions, standard algorithms, and modifications resulting from the pandemic	Peer assessments [15] and teacher assessments of the presentations of assigned topics are prepared in a group of 3 people and recorded by participants.
Review (4; 45 minutes)	Review of all of the topics	The Script Concordance Test [16,17]: This includes 8 BLS scenarios accompanied by questions concerning possible next steps (Multimedia Appendix 1). Each of the questions is supplemented by a new piece of information concerning the sudden cardiac arrest health issue being considered. Students use a 3-point Likert scale to determine whether and to what extent the new piece of information influences further evaluations.

^aCPR: cardiopulmonary resuscitation.

^bAED: automated external defibrillator.

^cpBLS: pediatric basic life support.

^dFBAO: foreign body airway obstruction.