Expert modeling, expert/self-modeling versus lecture: a comparison of learning, retention, and transfer of rescue skills in health professions students.

Background: It is unclear whether traditional lecture followed by simulation leads to the best learning and knowledge and skill retention over time.

Method: A 3×4 mixed design study used three modes of education-traditional lecture with self-guided learning, expert modeling/dual viewing with brief questioning, and expert plus self-modeling-at four time points to compare knowledge, time to treat, and correct steps over time.

Results: No significant differences were found in knowledge or time to treat between training methods.