Discussion
In this study, the fit-CPR approach showed a significant improvement from baseline to retention, especially in CPR performance and high-quality CPR with less time (57.5 versus 75 mins) and fewer facilitators (6 versus 13).We had more female participants, as female students outnumber male students in most of Southeast Asia, especially Indonesia.Many factors, such as a simpler approach to using the 5-T, memory-enhancing physical activity, or music influence, could explain the intervention group’s comparable performance to the control group despite shorter training time and fewer facilitators.In terms of knowledge, there was no significant difference between both groups in the pre-test, but the control group significantly showed better knowledge acquisition in the post-test compared to the intervention group. This could be because the control group received more theoretical instruction (45 mins) than the intervention group (20 mins). It showed a clear advantage of conventional CPR teaching that separates the theory and practical aspects of CPR.The control group showed better knowledge of CPR termination and the components of high-quality CPR, which were the rate and depth of chest compression. Knowledge of high-quality CPR that involved numbers like a compression rate of 100–120 per min, compression depth of 5–6 cm or 2 inches, and minimal interruption of fewer than 10 seconds were all better understood through didactic lectures. This might be explained by the utilisation of visual and auditory stimulation in the control group, which enhanced memory, in contrast to the intervention group who learned only through auditory stimulation.Language also plays a role in learning. Graham and Guy believe that teaching students in their native language will aid in their learning. In terms of retention, the intervention group, which was exposed to the CPR steps using the 5-T acronym (Malay version of DRABC), showed better retention compared to the control group using DRABC, although this was not statistically significant. The acronyms could facilitate learning and memorizations.The findings from the present study provide valuable insights towards the development of alternate, efficient CPR training program that considers memory-enhancing techniques and linguistic factors. Further research could investigate the generalizability of these findings to other populations and settings.