2026 Volume 29 Issue 1 Pages 23-27
Early use of automated external defibrillators (AEDs) is essential for improving survival rates in out-of-hospital cardiac arrest (OHCA). Although recent basic life support (BLS) education has enhanced students’ understanding of how to use AEDs, their awareness of AED locations remains low. Traditionally, the effectiveness of AED education has been evaluated at Level 2 (Learning) of Kirkpatrick’s evaluation model, while assessment of Level 3 (Behavior) change is still developing. This study evaluated the impact of AED education on students’ awareness of AED locations and behavioral change in a general education course offered to undergraduate students, including those in healthcare-related faculties, at a comprehensive university. A blended educational model combining lectures, small-group discussions, and fieldwork was implemented. An online survey was conducted three weeks after the intervention to assess improvements in awareness of AED locations (dichotomous response) and to collect self-reported behavioral changes (open-ended response). Seventy-four students responded; of these, 69 reported increased awareness of AED locations. Analysis of free-text responses indicated that 21 students were classified as having achieved Level 2 learning outcomes, and 9 exhibited Level 3 behavioral change. These findings suggest that a blended educational model may enhance university students’ awareness of AED locations and promote behavioral change.
