Cardiac ArrestNCT07898891
Generative AI and Gamified Simulation-Based Train-the-Trainer Basic Life Support Training for High School Teachers in Vietnam
A study testing Generative AI and Gamified Simulation-Based Train-the-Trainer BLS Programme and Conventional Instructor-Led Simulation-Based BLS Training in people with Cardiac Arrest and Cardiopulmonary Resuscitation, run by Eastern International University at 2 sites in 2 countries.
Trial summary
The goal of this randomized controlled trial is to learn whether adding generative artificial intelligence (AI) feedback, gamified practice and a structured Train-the-Trainer component to a one-day simulation-based Basic Life Support (BLS) course improves BLS competence among high school teachers and school health… Read more about this study
- Who is it for?
- Ages 20 years and olderHealthy volunteers can take part
- Conditions the study is for
- Cardiac Arrest, Cardiopulmonary Resuscitation
- What is being tested?
- Generative AI and Gamified Simulation-Based Train-the-Trainer BLS Programme and Conventional Instructor-Led Simulation-Based BLS Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 56 participants
- Where
- 2 sitesin 2 countries
- Study dates
- 1 Nov 2026to 30 Apr 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 20 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Aged 20 years or older
- Employed full-time at a participating public high school in Ho Chi Minh City, Vietnam
- Working as a physical education teacher, a teacher of another academic subject, or a school health staff member (school nurse or health officer)
- Has not received formal CPR/AED instructor training or certification within the previous 12 months
- Basic digital literacy, including the ability to use a computer and access online learning platforms
- Able to read, write and communicate in Vietnamese
- Willing and able to attend all intervention activities and assessment sessions
- Provides written informed consent
Who cannot join
- Formal CPR/AED instructor training or certification within the previous 12 months
- A physical or medical condition that prevents safe participation in hands-on CPR practice (for example uncontrolled cardiovascular disease, recent surgery, or a current back, shoulder or wrist injury), self-declared with reference to the most recent periodic occupational health examination
- Unable to attend the scheduled training sessions and follow-up assessments
- Declines participation or does not provide informed consent
Trial locations and contacts
2 sites in 2 countries. Contact the study team or a site near you to ask about taking part.
2 sites in 2 countries
Thailand1 site
Faculty of Nursing, Burapha University
Chon Buri, Changwat Chon Buri, 20131
Vietnam1 site
School of Health Sciences, Eastern International University
Ho Chi Minh City
About this study
Official title: Effectiveness of a Generative AI and Gamified-Enhanced Simulation-Based Train-the-Trainer Model to Improve Basic Life Support (BLS) Competence Among High School Teachers in Vietnam: A Randomized Controlled Trial
The goal of this randomized controlled trial is to learn whether adding generative artificial intelligence (AI) feedback, gamified practice and a structured Train-the-Trainer component to a one-day simulation-based Basic Life Support (BLS) course improves BLS competence among high school teachers and school health staff in Ho Chi Minh City, Vietnam.
The main questions it aims to answer are:
Read more
- Does the enhanced programme improve BLS performance, BLS knowledge, attitudes toward BLS, self-efficacy in performing BLS and BLS teaching skills?
- Do these outcomes differ between the enhanced programme and conventional instructor-led simulation training immediately after training and at three months?
Researchers will compare the Generative AI and gamified Train-the-Trainer programme (Group 1) with a conventional instructor-led simulation-based BLS course of the same length and the same 90 minutes of hands-on manikin practice (Group 2).
Participants will:
- Complete a baseline BLS skills test and questionnaires at their own school before randomization
- Attend one 8-hour training day at Eastern International University, ending with an immediate post-test
- Complete a follow-up BLS skills test, questionnaires and a short micro-teaching lesson at their school three months later
Read the detailed description
Design: individually randomized, school-size-stratified, parallel-group randomized controlled trial with 1:1 allocation and three measurement points: baseline (T1, before randomization), immediately after the training day (T2) and three-month follow-up (T3, 12 +/- 2 weeks).
Setting and sample: eight public high schools in Ho Chi Minh City, Vietnam, are selected by stratified simple random sampling (two small, two medium and four large schools). All eligible full-time personnel (physical education teachers, teachers of other subjects and school health staff) are invited; seven participants are enrolled per school (n = 56; 28 per group). Sample size was calculated with G*Power 3.1.9.4 (repeated-measures ANOVA, within-between interaction; f = 0.25, alpha = .05, power = .95, 2 groups, 3 measurements, correlation .50), giving 44, inflated to 56 for 20% anticipated attrition.
Randomization and concealment: after T1, participants are randomized individually 1:1 within school-size stratum using a computer-generated sequence with permuted blocks of variable size (2, 4, 6), prepared by an independent statistician and concealed in sequentially numbered, opaque, sealed envelopes.
Blinding: participants and trainers cannot be blinded. Outcome assessors for the BLS Performance Checklist (scored live) and the BLS Teaching Skills Assessment (rated from video) are blinded to allocation, and the data analyst remains blinded to group labels until the primary analyses are complete.
Interventions: both groups receive a one-day programme (08:00-16:00) in six matched stages at the simulation facility of the School of Health Sciences, Eastern International University, delivered by instructors of equivalent qualification and covering the same five clinical modules (recognition of cardiac arrest, activation of emergency response/115 call, high-quality CPR, ventilation, AED use). Both groups receive exactly 90 minutes of hands-on manikin practice with real-time device feedback. Group 1 additionally receives AI-assisted narrative feedback on compression technique (OpenAI GPT-4o-mini via an institutional API; no personal identifiers are transmitted), gamified practice stations and a structured Train-the-Trainer micro-teaching component with structured peer and facilitator feedback. Group 2 receives conventional instructor-led practice and basic teaching exposure. Group 2 participants are offered the full Group 1 programme free of charge after T3.
Instruments: Tool 1 BLS Performance Checklist (15 items, 0-15) on the WorldPoint CPR Taylor manikin; Tool 2 BLS Questionnaire (demographics; 15-item knowledge test; 10-item attitudes scale; 10-item self-efficacy scale); Tool 3 BLS Teaching Skills Assessment (10 items, 0-20). Content validity is assessed by five experts (I-CVI/S-CVI); reliability is assessed with Cronbach's alpha and intraclass correlation coefficients.
Pilot: before the main trial, a separate pilot study with 20-30 eligible school personnel at one public high school outside the sampling frame (October 2026) evaluates feasibility and the psychometric properties of the instruments; pilot participants are not enrolled in this trial and pilot data are never pooled with trial data.
Ethics: approved by the Burapha University Institutional Review Board, Thailand (Panel 3, full board review), certificate no. IRB3-136/2569, protocol code G-HS077/2569, approved 30 September 2026. Approval from the Ethics Committee of Eastern International University, Vietnam, is obtained before any recruitment or data collection. Recruitment is led by investigators of the Faculty of Nursing, Burapha University, Thailand; data collection takes place in Ho Chi Minh City, Vietnam.
- Conditions
- Cardiac Arrest, Cardiopulmonary Resuscitation
- Being tested
- Generative AI and Gamified Simulation-Based Train-the-Trainer BLS Programme, Conventional Instructor-Led Simulation-Based BLS Training
- Keywords
- Basic Life Support, CPR Training, Generative Artificial Intelligence, Gamification, Simulation Training, Train-the-Trainer, School Teachers, Vietnam
- Medical subject headings
- Heart Arrest
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Generative AI and Gamified Simulation-Based Train-the-Trainer BLS ProgrammeBehavioural
One-day simulation-based BLS course augmented with three elements: (1) generative-AI narrative feedback on compression technique, in which sensor metrics from an instrumented manikin are sent without personal identifiers to OpenAI GPT-4o-mini and returned as a short Vietnamese comment against AHA high-quality CPR targets, plus AI support for pre-learning, content questions, lesson planning and an individual practice summary; (2) a locally run gamified CPR module with timed skill-challenge stations, points, badges, adaptive difficulty and a team leaderboard; and (3) a structured Train-the-Trainer component with lesson planning, 5-minute micro-teaching and structured facilitator and peer feedback across five teaching domains.
Conventional Instructor-Led Simulation-Based BLS TrainingBehavioural
One-day instructor-led simulation-based BLS course matched to the experimental programme stage for stage, covering the same five clinical modules with 90 minutes of hands-on practice on the WorldPoint CPR Taylor manikin with real-time device feedback. Content review uses printed materials, debriefing is an instructor-led group discussion, and teaching exposure is limited to observing and delivering a short demonstration. No generative AI, gamification or structured Train-the-Trainer methodology is used.
| Study group | Role | What they receive |
|---|---|---|
| Group 1: Generative AI and Gamified Train-the-Trainer BLS Programme | Experimental | Participants attend a one-day (08:00-16:00) simulation-based BLS programme at Eastern International University covering recognition of cardiac arrest, activation of the emergency response system (115), high-quality CPR, ventilation and AED use. Of the 90 minutes of hands-on practice, 45 minutes are on the WorldPoint CPR Taylor manikin with real-time feedback and 45 minutes on an instrumented manikin with generative-AI narrative feedback (GPT-4o-mini) and gamified challenge stations. The day includes AI-supported pre-learning, AI-assisted goal setting, video- and AI-assisted debriefing, structured Train-the-Trainer micro-teaching with facilitator and peer feedback, and an AI-assisted individual practice summary. Receives: Behavioral: Generative AI and Gamified Simulation-Based Train-the-Trainer BLS Programme |
| Group 2: Conventional Instructor-Led Simulation-Based BLS Training | Active comparator | Participants attend a one-day (08:00-16:00) simulation-based BLS programme at Eastern International University with the same timetable, the same five clinical modules and the same 90 minutes of hands-on practice, all on the WorldPoint CPR Taylor manikin with real-time device feedback, delivered by instructors of equivalent qualification. Content review uses printed materials, debriefing is an instructor-led group discussion without video or AI, and teaching exposure consists of observing an instructor demonstration and delivering a short demonstration without the Train-the-Trainer methodology. No generative AI or gamification is used. After the three-month follow-up, participants are offered the full Group 1 programme free of charge. Receives: Behavioral: Conventional Instructor-Led Simulation-Based BLS Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
BLS Performance Score (BLS Performance Checklist)
BLS performance measured with the researcher-developed 15-item BLS Performance Checklist (Tool 1) based on the 2020 AHA Guidelines, covering recognition of cardiac arrest, activation of the emergency response system, high-quality CPR and AED use, in one standardized scenario on a WorldPoint CPR Taylor manikin with feedback monitor in Blind Mode. Each item is scored 0 or 1; total score 0-15, higher scores indicate better performance. Scored live by trained assessors blinded to group allocation.
Measured: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
Secondary outcomes (4)
BLS Knowledge Score
BLS Knowledge Questionnaire (Tool 2, Part 2): 15 multiple-choice items based on the 2020 AHA Guidelines. Total score 0-15; higher scores indicate better knowledge.
Measured: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
Attitudes Toward BLS Score
Attitudes toward BLS Scale (Tool 2, Part 3): 10 Likert-type items on a five-point response format. Total score 10-50; higher scores indicate more positive attitudes toward BLS.
Measured: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
Self-Efficacy in Performing BLS Score
Self-Efficacy in Performing BLS Scale (Tool 2, Part 4): 10 items on a five-point response format, aligned with Bandura's Social Learning Theory. Total score 10-50; higher scores indicate greater self-efficacy.
Measured: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
BLS Teaching Skills Score (BLS Teaching Skills Assessment)
BLS Teaching Skills Assessment (Tool 3): 10-item rubric across five domains (content accuracy, demonstration skills, facilitation skills, learner engagement, feedback skills), each item scored 0-2; total score 0-20, higher scores indicate better teaching skills. Rated from video of a 5-7 minute micro-teaching session by an assessor blinded to group allocation.
Measured: Immediately after the training day (T2, same day) and 3 months after training (T3, 12 +/- 2 weeks)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Oct 2026
- Study start1 Nov 2026 (estimated)
- Primary completion30 Apr 2027 (estimated)
- Study completion30 Apr 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Cardiac ArrestStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Individually randomized, school-size-stratified, two-arm parallel-group trial (1:1). Group 1 receives the Generative AI and gamified simulation-based Train-the-Trainer BLS programme; Group 2 receives conventional instructor-led simulation-based BLS training of identical length and hands-on practice time.
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 56 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Eastern International University
- Sponsor type
- University, hospital or other
- Collaborators
- Burapha University
- Responsible party
- Principal investigator, Liem Hong Le, Burapha University
- Investigators
- Pissamai Homchampa, PhD, Study director, Faculty of Nursing, Burapha UniversityLiem H Le, Principal investigator, Faculty of Nursing, Burapha University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07898891
- Sponsor's protocol ID
- G-HS077/2569(C2)
- Status last verified
- Oct 2026
- First submitted
- 20 Oct 2026
- Last updated
- 27 Oct 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data will not be shared. Under the approved ethics protocol, identifiable data are accessible only to the principal investigator and the two thesis advisors, and all study records are destroyed one year after publication of the findings. Results will be reported only in aggregate.
Study at a glance
From the registry record, last updated by the sponsor on 27 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effectiveness of a Generative AI and Gamified-Enhanced Simulation-Based Train-the-Trainer Model to Improve Basic Life Support (BLS) Competence Among High School Teachers in Vietnam: A Randomized Controlled Trial
- ClinicalTrials.gov ID
- NCT07898891
- Acronym / sponsor ID
- G-HS077/2569(C2)
- Conditions
- Cardiac Arrest, Cardiopulmonary Resuscitation
- Keywords
- Basic Life Support, CPR Training, Generative Artificial Intelligence, Gamification, Simulation Training, Train-the-Trainer, School Teachers, Vietnam
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 56 participants (estimated)
- Lead sponsor
- Eastern International UniversityUniversity, hospital or other
- Collaborators
- Burapha University
- Study start
- 1 Nov 2026 (estimated)
- Primary completion
- 30 Apr 2027 (estimated)
- Study completion
- 30 Apr 2027 (estimated)
- First posted
- 27 Oct 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The goal of this randomized controlled trial is to learn whether adding generative artificial intelligence (AI) feedback, gamified practice and a structured Train-the-Trainer component to a one-day simulation-based Basic Life Support (BLS) course improves BLS competence among high school teachers and school health staff in Ho Chi Minh City, Vietnam.
The main questions it aims to answer are:
- Does the enhanced programme improve BLS performance, BLS knowledge, attitudes toward BLS, self-efficacy in performing BLS and BLS teaching skills?
- Do these outcomes differ between the enhanced programme and conventional instructor-led simulation training immediately after training and at three months?
Researchers will compare the Generative AI and gamified Train-the-Trainer programme (Group 1) with a conventional instructor-led simulation-based BLS course of the same length and the same 90 minutes of hands-on manikin practice (Group 2).
Participants will:
- Complete a baseline BLS skills test and questionnaires at their own school before randomization
- Attend one 8-hour training day at Eastern International University, ending with an immediate post-test
- Complete a follow-up BLS skills test, questionnaires and a short micro-teaching lesson at their school three months later
Detailed description
Design: individually randomized, school-size-stratified, parallel-group randomized controlled trial with 1:1 allocation and three measurement points: baseline (T1, before randomization), immediately after the training day (T2) and three-month follow-up (T3, 12 +/- 2 weeks).
Setting and sample: eight public high schools in Ho Chi Minh City, Vietnam, are selected by stratified simple random sampling (two small, two medium and four large schools). All eligible full-time personnel (physical education teachers, teachers of other subjects and school health staff) are invited; seven participants are enrolled per school (n = 56; 28 per group). Sample size was calculated with G*Power 3.1.9.4 (repeated-measures ANOVA, within-between interaction; f = 0.25, alpha = .05, power = .95, 2 groups, 3 measurements, correlation .50), giving 44, inflated to 56 for 20% anticipated attrition.
Randomization and concealment: after T1, participants are randomized individually 1:1 within school-size stratum using a computer-generated sequence with permuted blocks of variable size (2, 4, 6), prepared by an independent statistician and concealed in sequentially numbered, opaque, sealed envelopes.
Blinding: participants and trainers cannot be blinded. Outcome assessors for the BLS Performance Checklist (scored live) and the BLS Teaching Skills Assessment (rated from video) are blinded to allocation, and the data analyst remains blinded to group labels until the primary analyses are complete.
Interventions: both groups receive a one-day programme (08:00-16:00) in six matched stages at the simulation facility of the School of Health Sciences, Eastern International University, delivered by instructors of equivalent qualification and covering the same five clinical modules (recognition of cardiac arrest, activation of emergency response/115 call, high-quality CPR, ventilation, AED use). Both groups receive exactly 90 minutes of hands-on manikin practice with real-time device feedback. Group 1 additionally receives AI-assisted narrative feedback on compression technique (OpenAI GPT-4o-mini via an institutional API; no personal identifiers are transmitted), gamified practice stations and a structured Train-the-Trainer micro-teaching component with structured peer and facilitator feedback. Group 2 receives conventional instructor-led practice and basic teaching exposure. Group 2 participants are offered the full Group 1 programme free of charge after T3.
Instruments: Tool 1 BLS Performance Checklist (15 items, 0-15) on the WorldPoint CPR Taylor manikin; Tool 2 BLS Questionnaire (demographics; 15-item knowledge test; 10-item attitudes scale; 10-item self-efficacy scale); Tool 3 BLS Teaching Skills Assessment (10 items, 0-20). Content validity is assessed by five experts (I-CVI/S-CVI); reliability is assessed with Cronbach's alpha and intraclass correlation coefficients.
Pilot: before the main trial, a separate pilot study with 20-30 eligible school personnel at one public high school outside the sampling frame (October 2026) evaluates feasibility and the psychometric properties of the instruments; pilot participants are not enrolled in this trial and pilot data are never pooled with trial data.
Ethics: approved by the Burapha University Institutional Review Board, Thailand (Panel 3, full board review), certificate no. IRB3-136/2569, protocol code G-HS077/2569, approved 30 September 2026. Approval from the Ethics Committee of Eastern International University, Vietnam, is obtained before any recruitment or data collection. Recruitment is led by investigators of the Faculty of Nursing, Burapha University, Thailand; data collection takes place in Ho Chi Minh City, Vietnam.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- Individually randomized, school-size-stratified, two-arm parallel-group trial (1:1). Group 1 receives the Generative AI and gamified simulation-based Train-the-Trainer BLS programme; Group 2 receives conventional instructor-led simulation-based BLS training of identical length and hands-on practice time.
| Arm | Type | Receives |
|---|---|---|
| Group 1: Generative AI and Gamified Train-the-Trainer BLS Programme | Experimental | Behavioral: Generative AI and Gamified Simulation-Based Train-the-Trainer BLS ProgrammeParticipants attend a one-day (08:00-16:00) simulation-based BLS programme at Eastern International University covering recognition of cardiac arrest, activation of the emergency response system (115), high-quality CPR, ventilation and AED use. Of the 90 minutes of hands-on practice, 45 minutes are on the WorldPoint CPR Taylor manikin with real-time feedback and 45 minutes on an instrumented manikin with generative-AI narrative feedback (GPT-4o-mini) and gamified challenge stations. The day includes AI-supported pre-learning, AI-assisted goal setting, video- and AI-assisted debriefing, structured Train-the-Trainer micro-teaching with facilitator and peer feedback, and an AI-assisted individual practice summary. |
| Group 2: Conventional Instructor-Led Simulation-Based BLS Training | Active comparator | Behavioral: Conventional Instructor-Led Simulation-Based BLS TrainingParticipants attend a one-day (08:00-16:00) simulation-based BLS programme at Eastern International University with the same timetable, the same five clinical modules and the same 90 minutes of hands-on practice, all on the WorldPoint CPR Taylor manikin with real-time device feedback, delivered by instructors of equivalent qualification. Content review uses printed materials, debriefing is an instructor-led group discussion without video or AI, and teaching exposure consists of observing an instructor demonstration and delivering a short demonstration without the Train-the-Trainer methodology. No generative AI or gamification is used. After the three-month follow-up, participants are offered the full Group 1 programme free of charge. |
Who may qualify
- Ages
- 20 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (8 listed)
- Aged 20 years or older
- Employed full-time at a participating public high school in Ho Chi Minh City, Vietnam
- Working as a physical education teacher, a teacher of another academic subject, or a school health staff member (school nurse or health officer)
- Has not received formal CPR/AED instructor training or certification within the previous 12 months
- Basic digital literacy, including the ability to use a computer and access online learning platforms
Key exclusion criteria (4 listed)
- Formal CPR/AED instructor training or certification within the previous 12 months
- A physical or medical condition that prevents safe participation in hands-on CPR practice (for example uncontrolled cardiovascular disease, recent surgery, or a current back, shoulder or wrist injury), self-declared with reference to the most recent periodic occupational health examination
- Unable to attend the scheduled training sessions and follow-up assessments
- Declines participation or does not provide informed consent
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Generative AI and Gamified Simulation-Based Train-the-Trainer BLS ProgrammeOne-day simulation-based BLS course augmented with three elements: (1) generative-AI narrative feedback on compression technique, in which sensor metrics from an instrumented manikin are sent without personal identifiers to OpenAI GPT-4o-mini and returned as a short Vietnamese comment against AHA high-quality CPR targets, plus AI support for pre-learning, content questions, lesson planning and an individual practice summary; (2) a locally run gamified CPR module with timed skill-challenge stations, points, badges, adaptive difficulty and a team leaderboard; and (3) a structured Train-the-Trainer component with lesson planning, 5-minute micro-teaching and structured facilitator and peer feedback across five teaching domains. | Behavioural | Group 1: Generative AI and Gamified Train-the-Trainer BLS Programme |
| Conventional Instructor-Led Simulation-Based BLS TrainingOne-day instructor-led simulation-based BLS course matched to the experimental programme stage for stage, covering the same five clinical modules with 90 minutes of hands-on practice on the WorldPoint CPR Taylor manikin with real-time device feedback. Content review uses printed materials, debriefing is an instructor-led group discussion, and teaching exposure is limited to observing and delivering a short demonstration. No generative AI, gamification or structured Train-the-Trainer methodology is used. | Behavioural | Group 2: Conventional Instructor-Led Simulation-Based BLS Training |
Primary outcome
BLS Performance Score (BLS Performance Checklist)
Time frame: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
BLS performance measured with the researcher-developed 15-item BLS Performance Checklist (Tool 1) based on the 2020 AHA Guidelines, covering recognition of cardiac arrest, activation of the emergency response system, high-quality CPR and AED use, in one standardized scenario on a WorldPoint CPR Taylor manikin with feedback monitor in Blind Mode. Each item is scored 0 or 1; total score 0-15, higher scores indicate better performance. Scored live by trained assessors blinded to group allocation.
4 secondary outcomes
BLS Knowledge Score
Time frame: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
Attitudes Toward BLS Score
Time frame: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
Self-Efficacy in Performing BLS Score
Time frame: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)
BLS Teaching Skills Score (BLS Teaching Skills Assessment)
Time frame: Immediately after the training day (T2, same day) and 3 months after training (T3, 12 +/- 2 weeks)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 27 Oct 2026.
- Individual participant dataSharing planned: No. Individual participant data will not be shared. Under the approved ethics protocol, identifiable data are accessible only to the principal investigator and the two thesis advisors, and all study records are destroyed one year after publication of the findings. Results will be reported only in aggregate.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Pissamai Homchampa, PhD study director
Faculty of Nursing, Burapha University
Liem H Le principal investigator
Faculty of Nursing, Burapha University
2 sites in 2 countries: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Generative AI and Gamified Simulation-Based Train-the-Trainer BLS Programme and Conventional Instructor-Led Simulation-Based BLS Training in people with Cardiac Arrest and Cardiopulmonary Resuscitation, run by Eastern International University at 2 sites in 2 countries.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 8 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 27 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in Thailand, Vietnam. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Liem H Le (+84 397578007, 66810017@go.buu.ac.th), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
BLS Performance Score (BLS Performance Checklist) (time frame: Baseline (T1, 3-7 days before training, before randomization), immediately after the training day (T2, same day), and 3 months after training (T3, 12 +/- 2 weeks)). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 27 Oct 2026.