At Resuscitation Australia, we are committed to developing Advanced Life Support education that is flexible, learner-centred, and aligned with the best available evidence. Our blended learning approach puts into practice the principles advocated by ANZCOR Guideline 10.2, European Resuscitation Council (ERC) Guidelines 2025 and ILCOR CoSTR recommendations. We recently prepared a poster summarising our blended learning approach and how this aligns with international guidelines.
In 2025, 3,209 healthcare professionals completed blended Resuscitation Australia ALS courses.
2025 participant feedback highlights
- 97.1% endorsed the blended design
- 98.5% overall positive experience rating
- 93.2% eLearning effectiveness rating
- 78.1% overall excellence score
- 98.9% positive face-to-face quality rating
- 99.3% positive instructor performance rating
Our three-component blended architecture separates theoretical preparation from practical application, allowing face-to-face training time to be dedicated to simulation, teamwork, and structured feedback.
The three-component model
- Asynchronous eLearning: self-paced, clinically rigorous microlearning modules completed prior to the face-to-face day, differentiated by emergency experience level, with an 80% assessment gate ensuring all participants arrive theoretically prepared.
- Synchronous training day: a focused practical day structured around small-group rotations (≤6 participants), incorporating high-fidelity clinical scenarios, Rapid Cycle Deliberate Practice (RCDP), scenario-based learning, team communication, and structured debriefing.
- Continuous assessment: assessment distributed across both prior components via low-stakes practice opportunities and formal graded activities, using a criteria-referenced simulation grading scale combined with real-time instructor feedback.
Evaluation data from 2,440 participants indicates this approach is associated with high levels of knowledge preparedness and skills confidence, closely aligning with ANZCOR Guideline 10.2, ERC Guidelines 2025, and ILCOR CoSTR recommendations. Key benefits reported by participants included self-paced flexibility, reduced cognitive load on the training day, and improved accessibility for those from rural or geographically dispersed settings.
These findings support blended learning as a scalable, evidence-aligned model for ALS education and reflect our ongoing commitment to improving clinical performance and patient outcomes across Australia. View the full poster here.
