An Analysis of Selected Instructional Methods on Cardiopulmonary Resuscitation Retention Competency of Deaf and Non-Deaf College Students

Deaf college students were randomly assigned to three separate instructional conditions for a cardiopulmonary resuscitation (CPR) course. One group received the standard course presented through signed instruction. A second group received the same instruction with the addition of a captioned videocassette, "The New Pulse of Life—Revised." The third group received the standard instruction and viewed the uncaptioned videocassette, signed by an interpreter. These groups were compared with a non-deaf group who received the standard 4-hour course. The results revealed that the deaf group which viewed the uncaptioned videocassette signed by an interpreter retained a significantly greater amount of performance skills than the other groups.