Appendix 1. the PRISMA Checklist of the Study

Appendix 1. The PRISMA checklist of the study

Section/topic / # / Checklist item / Reported on page #
TITLE
Title / 1 / Identify the report as a systematic review, meta-analysis, or both. / 1
ABSTRACT
Structured summary / 2 / Provide a structured summary including, as applicable: background; objectives; data sources; study eligibility criteria, participants, and interventions; study appraisal and synthesis methods; results; limitations; conclusions and implications of key findings; systematic review registration number. / 2
INTRODUCTION
Rationale / 3 / Describe the rationale for the review in the context of what is already known. / 3
Objectives / 4 / Provide an explicit statement of questions being addressed with reference to participants, interventions, comparisons, outcomes, and study design (PICOS). / 3/4
METHODS
Protocol and registration / 5 / Indicate if a review protocol exists, if and where it can be accessed (e.g., Web address), and, if available, provide registration information including registration number.
Eligibility criteria / 6 / Specify study characteristics (e.g., PICOS, length of follow-up) and report characteristics (e.g., years considered, language, publication status) used as criteria for eligibility, giving rationale. / 5/6
Information sources / 7 / Describe all information sources (e.g., databases with dates of coverage, contact with study authors to identify additional studies) in the search and date last searched. / 5
Search / 8 / Present full electronic search strategy for at least one database, including any limits used, such that it could be repeated. / Appendix 2
Study selection / 9 / State the process for selecting studies (i.e., screening, eligibility, included in systematic review, and, if applicable, included in the meta-analysis). / 5/6
Data collection process / 10 / Describe method of data extraction from reports (e.g., piloted forms, independently, in duplicate) and any processes for obtaining and confirming data from investigators. / 6/7
Data items / 11 / List and define all variables for which data were sought (e.g., PICOS, funding sources) and any assumptions and simplifications made. / 6/7
Risk of bias in individual studies / 12 / Describe methods used for assessing risk of bias of individual studies (including specification of whether this was done at the study or outcome level), and how this information is to be used in any data synthesis. / 7
Summary measures / 13 / State the principal summary measures (e.g., risk ratio, difference in means). / 8
Synthesis of results / 14 / Describe the methods of handling data and combining results of studies, if done, including measures of consistency (e.g., I2) for each meta-analysis. / NA

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Section/topic / # / Checklist item / Reported on page #
Risk of bias across studies / 15 / Specify any assessment of risk of bias that may affect the cumulative evidence (e.g., publication bias, selective reporting within studies). / NA
Additional analyses / 16 / Describe methods of additional analyses (e.g., sensitivity or subgroup analyses, meta-regression), if done, indicating which were pre-specified. / NA
RESULTS
Study selection / 17 / Give numbers of studies screened, assessed for eligibility, and included in the review, with reasons for exclusions at each stage, ideally with a flow diagram. / 9
Study characteristics / 18 / For each study, present characteristics for which data were extracted (e.g., study size, PICOS, follow-up period) and provide the citations. / 9/10
Risk of bias within studies / 19 / Present data on risk of bias of each study and, if available, any outcome level assessment (see item 12). / 10
Results of individual studies / 20 / For all outcomes considered (benefits or harms), present, for each study: (a) simple summary data for each intervention group (b) effect estimates and confidence intervals, ideally with a forest plot. / NA
Synthesis of results / 21 / Present results of each meta-analysis done, including confidence intervals and measures of consistency. / NA
Risk of bias across studies / 22 / Present results of any assessment of risk of bias across studies (see Item 15). / 10
Additional analysis / 23 / Give results of additional analyses, if done (e.g., sensitivity or subgroup analyses, meta-regression [see Item 16]). / NA
DISCUSSION
Summary of evidence / 24 / Summarize the main findings including the strength of evidence for each main outcome; consider their relevance to key groups (e.g., healthcare providers, users, and policy makers). / 12
Limitations / 25 / Discuss limitations at study and outcomelevel (e.g., risk of bias), and at review-level (e.g., incomplete retrieval of identified research, reporting bias). / 14
Conclusions / 26 / Provide a general interpretation of the results in the context of other evidence, and implications for future research. / 15
FUNDING
Funding / 27 / Describe sources of funding for the systematic review and other support (e.g., supply of data); role of funders for the systematic review. / 16

From: Moher D, Liberati A, Tetzlaff J,

Appendix 2. The search terms of the study

Search string: ("N. Engl. J. Med. " [jour] OR "Lancet" [jour] OR "JAMA" [jour] OR "BMJ" [jour] OR "Ann. Intern. Med. "[jour] OR "PLoS Med. " [jour] OR "J Emerg Med" [jour] OR "Emerg Med Australas" [jour] OR "Eur J Emerg Med" [jour] OR "Emerg Med J" [jour] OR "Prehosp Emerg Care" [jour] OR "Scand J Trauma Resusc Emerg Med" [jour] OR "Acad Emerg Med" [jour] OR "Injury" [jour] OR "Resuscitation" [jour] OR "Ann Emerg Med" [jour]).

Limits: “randomized controlled trial”, January 1, 2012 to December 31, 2015

Search conducted: 17st February 2016

Appendix 3. Overview of studies involving cardiopulmonary resuscitation (CPR)

(COCPR: compression-only cardiopulmonary resuscitation)

Source / Participants / Intervention / Comparator / Objectives / Risk of bias / MERQSI Score
Basic Life Support (BLS)
Allan, Resuscitation, 2013 [39] / Nursing and medical students / Audiovisual feedback / Usual procedure / To develop and test a training method for basic life support incorporating defibrillator feedback during simulated cardiac arrest / -Se: Unclear
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 13.5
Birkenes, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2013 [40] / Employees and youth group from The Norvwegian Trekking Association / New anatomical landmarks given by phone / Usual procedure / To assess a new combination of anatomical landmarks aimed to avoiding abdominal hand placements / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Birkenes, Resuscitation, 2014 [41] / Laypersons / Instruction by telephone / Usual procedure / To study if quality oriented continuous Telephone-CPR would improve CPR performance vs. standard Telephone-CPR / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Godfred, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2013 [42] / Laypersons / Video self-instruction about CPR / Usual procedure / To assess the effectiveness of a compression-only CPR video self-instruction / -Se: Unclear
-Al: Unclear
-BP: Low
-BA: Low
-In: High
-Sr: Low / 14.5
Hafner, The Journal of Emergency Medicine, 2015 [43] / Students and employees of the University / Adding a music for CPR / Usual procedure / To test usefulness of music such a memory aid to improve layperson long-term compliance with CPR compression rate guidelines / -Se: Unclear
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 13.5
Hong, The Journal of Emergency Medicine, 2014 [44] / Paramedics students / Different rescuers positions for CPR / Usual procedure / To compare the effectiveness of chest compressions performed on a bed during 2 min of CPR, among three different rescuer positions: standing, on a footstool, or kneeling on the bed / -Se: Low
-Al: Low
-BP: Unclear
-BA: Unclear
-In: High
-Sr: Low / 12.5
Hunt, Emergency Medicine Journal, 2015
[45] / Layperson / Feedback with a software application / Usual procedure / To assess whether access to a voice activated decision support system containing video clips demonstrating resuscitation manoeuvres was associated with increased compliance with American Heart Association Basic Life Support guideline / -Se: Low
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Iserbyt, Resuscitation, 2013 [46] / Students from first cycle in general education / Task cards for learning CPR / Cards without text / To evaluate the effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close rather than far from each other on a page was investigated on task cards CPR during reciprocal peer learning / -Se: Low
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Iserbyt, Resuscitation,2014
[47] / Students from third cycle in general education / Dynamic media / Static media / To investigate whether learning basic life support and CPR from video produce higher learning outcomes compared to pictures in reciprocal learning / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Iserbyt, The Journal of Emergency Medicine, 2014 [48] / Bachelor students / Learning tool / Standard pedagogy / To evaluate the effectiveness of reciprocal learning with task cards as an instructional model to teach BLS versus the Red Cross instructional model as a control. And, to investigate whether the expertise of the instructor, reflected through BLS certification by the European Resuscitation Council, affected student learning in reciprocal learning. / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 12.5
Jones, Emergency Medicine Journal, 2013
[49] / Heal science students / Perform CPR in preferred or non preferred side / Usual procedure / To determine whether cardiopulmonary resuscitation performance is influenced by a rescuer’s preferred side of approach / -Se: Low
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 10
Kovic, The Journal of Emergency Medicine, 2013 [50] / Health care professionals / Adding a CPR advice / Usual procedure / To evaluate the impact of a novel CPR PRO (CPRO) device for manual chest compression on rescuer fatigue, pain, and CPR quality / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 12.5
Krogh, Resuscitation, 2014-1 [51] / Medical students / Keeping 2 min cycles during resuscitation training / Fake time CPR / To test if keeping 2-min cycles of CPR during resuscitation training as opposed tofake-time training results in better adherence to recommendationof 2-min CPR cycles during resuscitation / -Se: Low
-Al: Unclear
-BP: Low
-BA: Unclear
-In: Low
-Sr: Low / 14.5
Li , Resuscitation, 2013
[52] / Medical students / One-training evaluation and feedback / Usual procedure / To investigate effects of pre-training evaluation and feedback on BLS skills retention in medical students / -Se: Low
-Al: Low
-BP: Unclear
-BA: Unclear
-In: Low
-Sr: Low / 14
Min, Resuscitation, 2013 [53] / Emergency medical technician trainees / Break after a number of defined chest compression / Chest compression without break / To assess changes in CPR quality and rescuer fatigue when rescuers are provided with a break during chest compression CPR / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 13.5
Mpotos, Resuscitation, 2012 [54] / Medical students / Different kind of refresher training / Video group, voice feedback or both / To evaluate if retraining BLS skills with the combination of a learning-while-watching video followed by further practice with voice feedback would result in a higher proportion of students with adequate BLS skills compared to either strategy alon / -Se: Unclear
-Al: Low
-BP: Low
-BA: Low
-In: Low
-Sr: Low / 14.5
Mpotos, Resuscitation, 2014 [55] / Medical students / Repetitive formative vs repetitive formative + additional practice / Repetitive sessions of formative self-testing / To investigate whether repetitive sessions of formative self-testing result in an equal CPR skill level compared to repetitive sessions of formative self-testing with additional practice / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Na, Emergency Medicine Journal, 2014
[56] / BLS training participants / A new educational programme / Standard procedure / To compare the new Small Group Discussion method with the currently used Pratice-While-Watching method for the improvement of BLS performance and assessed its efficacy in BLS renewal trainings. / -Se: Low
-Al: High
-BP: Low
-BA: Low
-In: High
-Sr: Low / 12
Nishiyama, Acadamic Emergency Medicine, 2014 [57] / Student of a college / Only chest compression / Standard procedure / To compare CPR skills 6 months and 1 year after training between shortened chest compression–only CPR training and conventional CPR training / -Se: Low
-Al: Low
-BP:Unclear
-BA: Low
-In: Unclear
-Sr: Low / 13.5
Nishiyama, Resuscitation, 2015
[58] / Employees and students of university / Refresher training / Standard procedure / To evaluate the skill retention of one year after the 45-min chest compression-only BLS training between those who had or did not have the 15-min refresher BLS training 6 months after the initial training / -Se: Low
-Al: Low
-BP: Low
-BA: Low
-In: Low
-Sr: Low / 14.5
Painter, Resuscitation, 2014 [59] / Laypersons / A dispatcher assisted / Standard procedure / To compare a simplified set of dispatcher-assisted CPR instructions against a conventional set of instructions with lay participants to determine if the simplified instructions could reduce the time to recognition and improve CPR performance / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Panchal, Resuscitation, 2014 [60] / Laypersons / A Ultra brief Video / Standard procedure / To evaluate whether: (1) Ulra Brief Video is an effective instrument to teach laypersons COCPR in a public setting and (2) viewing leads to superior responsiveness and CPR skills in simulated arrest scenarios versus untrained controls / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Unclear
-In: Low
-Sr: Low / 14.5
Park, Emergency Medicine Journal, 2013_1 [61] / BLS training participants / Adding a metronome / Standard procedure / To evaluate if providing metronome sounds via a phone speaker may improve the quality of chest compressions during dispatcher-assisted COCPR / -Se: Unclear
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 9.5
Rossler, Resuscitation, 2013 [62] / Laypersons / Adding a flowchart / Standard procedure / To evaluate if the quality of BLS as well as the confidence of the bystander can be increased by supplying lay helpers with a flowchart containing an easy to understand BLS instruction in written and graphic steps / -Se: Low
-Al: Low
-BP: Low
-BA: Low
-In: Low
-Sr: Low / 14.5
Semeraro, Resuscitation, 2012
[63] / CPR experts (nurses and physicians); Non-CPR experts (enginers, students and researchers) / Adding CPR feedback devices / Standard procedure / To evaluates a new CPR feedback system (Mini-VREM: Mini-Virtual Reality Enhanced Mannequin) designed to improve chest compression during training. / -Se: Low
-Al: Unclear
-BP: High
-BA: Low
-In: Unclear
-Sr: Low / 15
Shin, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2014 [64] / Emergency medical technicians students / Continuous chest compression / Standard procedure / To compare rescuer fatigue and CPR quality between standard 30:2 CPR and chest compression only CPR / -Se: Unclear
-Al: Unclear
-BP: High
-BA: Low
-In: Low
-Sr: Low / 14.5
Sopka, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2013 [65] / Medical students / Gender / Standard procedure / To evaluate if the gender could influence the pratical performance and retention skills / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: High
-Sr: High / 14
Taelman, European Journal Of Emergency Medicine, 2014 [66] / First intervention team / Adding a CPR device / Standard procedure / To compare CPR by first responders using the new electronic version of the CAREvent Public Access Resuscitator with CPR by first responders using only a face mask / -Se: Low
-Al: Low
-BP: High
-BA: Unclear
-In: Unclear
-Sr: Low / 12.5
Van de Velde, Emergency Medicine Journal, 2013 [67] / Laypersons / Educational module / Standard procedure / To investigate the effect of conventional first-aid training versus conventional training plus a supplementary educational module in a community-based randomised controlled / -Se: Low
-Al: Low
-BP: Unclear
-BA: Unclear
-In: Low
-Sr:Low / 10.5
Van Raemdonck, , European Journal Of Emergency Medicine, 2014 [68] / Students in secondary schools / Different training condition / Standard procedure / To evaluate the efficacy of different CPR learning strategies using low-cost didactic tools / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: High
-Sr: Low / 11.5
Van Tulder, Resuscitation, 2013
[69] / Laypersons / Different kind of wording in telephone-assisted situation / Standard procedure / To assess if an intensified wording and/or the continuously repeated target depth instruction results in an improved compression depth compared to the standard instruction set / -Se: Low
-Al: Low
-BP: Low
-BA: Low
-In: Low
-Sr: Unclear / 14
Van Tulder, The Journal of Emergency Medicine, 2014 [70] / Laypersons / Different instruction provide by telephone / Standard procedure / To evaluate if the instruction ‘‘to push as hard as you can’’ would result in an improved chest compression depth compared with the current standard instruction (‘‘push down firmly 5 cm”) / -Se: Low
-Al: Low
-BP: Low
-BA: Low
-In: Low
-Sr: Low / 13.5
Van Tulder, Resuscitation, 2015
[71] / Professional rescuers and lay rescuers / Estime and compress to a specific depth / Standard procedure / To investigate the difference of the two given target-depth estimations oncompression-depth performance of professional rescuers and untrained lay-rescuers / -Se: Low
-Al: Low
-BP: Low
-BA: Low
-In: Low
-Sr: Low / 14
Wutzler, Resuscitation, 2014 [72] / Nurses and physicians / Adding CPR feedback device / Standard procedure / To compare the chest compressions quality with the use of the advice compare of chest compressions without the advice / -Se: Low
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14
Yeung, Resuscitation, 2014 [73] / Trained rescuers / Adding CPR feedback devices / Standard procedure / To compare the impact of different prompt and feedback devices on quality of chest compressions / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14
Zapletal, Resuscitation, 2013 [74] / Medical students / Adding CPR feedback devices / Standard procedure / To assess if CPR feedback devices did not improve chest compression efficiency compared to standard BLS in a group of trained lay rescuers over time / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14
Ventilation/Intubation
Goliasch, European Journal Of Emergency Medicine, 2013 [75] / Medical students / Various airways management / Basic ventilation techniques / To evaluate the time to ventilation, success rate, and skill retention for various airway management approaches by medical laypersons using a manikin model / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Unclear
-In: Low
-Sr: Low / 10.5
Gruber, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2013 [76] / Emergency medical technicians / Supraglottic airway management / Supraglottic airwys / To assess if the hands-off time for airway management during CPR would be significantly lower using supraglottic airway devices compared to conventional endotracheal intubation, when performed by inexperienced EMT's after a period without training / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 11
Jensen, Prehospital Emergency Care, 2013
[77] / Primary care paramedics / Adding a laryngeal tube / Standard procedure / To determine whether use of the King laryngeal tube airway resulted in differences in chest compression fraction during simulated cardiac arrest managed by primary care paramedics / -Se: Low
-Al: Low
-BP: Low
-BA: Unclear
-In: Unclear
-Sr: Low / 11.5
Ott, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2015 [78] / Medical students / A novel intubating laryngeal tube / Standard procedure / To compare 'the time to ventilation' and the sucess rates of ventilation and intubaion between the Fastrack and the novel intubating layngeal tube / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: High
-In: Low
-Sr: Low / 14.5
Otten, Annals of Emergency Medicine, 2014 [79] / Medical students, nurses, paramedics and respiratory therapists / 3 different bag-valve-mask hand-sealing techniques / Standard procedure / The efficacy of 2-handed and modified 2-handed bag-valve-mask mask-face sealing techniques among health care providers / -Se: Unclear
-Al: Low
-BP:High
-BA: Low
-In: Low
-Sr: Low / 13
Reiter, Resuscitation, 2012
[80] / Emergency medicine residency / Supraglottic airway management and vascular access / Standard procedure / To evaluate if the use of a laryngeal mask airway and intraosseous device in the place of an endotracheal tube and central line improve quality of CPR resuscitation secondary to faster airway establishment, vascular access, earlier defibrillation, and an overall reduction in percent hands-off time. / -Se: Unclear
-Al: Unclear
-BP: Low
-BA: High
-In: Low
-Sr: Low / 14.5
Shin, European Journal Of Emergency Medicine, 2013
[81] / Emergency physicians / Intubation with a video laryngoscope / Standard procedure / To compare the performance of the Pentax-Airwayscope video-laryngoscope with the Macintosh laryngoscope for tracheal intubation during continuous chest compressions under three different scenarios / -Se: Low
-Al: Low
-BP: Unclear
-BA: Unclear
-In: Low
-Sr: Low / 12.5
Tandom, Emergency Medicine Journal, 2014
[82] / Emergency physicians residents / A novel intubating tube / Standard procedure / To compare time to intubate during a simulated cardiac arrest using three ETI methods: DL, GlideScope video laryngoscope and GlideScope video laryngoscope with bougie, with continuous chest compressions / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Unclear
-Sr: Low / 11.5
Chest compression
Cheng, Resuscitation, 2014 [83] / Pediatric healthcare providers and residents in pediatrics, family medicine, anesthesia or emergency medicine and fellows / Feedback / Standard procedure / To determine how often healthcare providers' are accurate in their visual perception of CPR quality and to describe the impact of provider role, “Just In Time” training and real-time CPR feedback on healthcare providers' ability to accurately assess the quality of CPR / -Se: Unclear
-Al: Low
-BP: Unclear
-BA: Low
-In: Unclear
-Sr: Low / 14
Chung, Emergency Medicine Journal, 2013
[84] / Medical students / Changing the fraction of compression / Standard procedure / To investigate the effect of shorter compression phase on average chest compression depth during metronome guided cardiopulmonary resuscitation on chest compression quality / -Se: Low
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 13.5
Eisenberg Chavez, Resuscitation, 2012 [85] / Laypersons / Instruction to remove clothing before starting the chest compression / Standard procedure / To evaluate the extent to which dispatcher instruction to remove clothing to bare the chest wouild delay onset of chest compressions or affect CPR performance / -Se: Unclear
-Al: High
-BP: Unclear
-BA: Low
-In: High
-Sr: Low / 11.5
Foo, Resuscitation, 2013 [86] / Ambulance officers / Stabilization device / Standard procedure / To evaluate whether a device which is able to support and fix rescuer in the ambulance while performing CPR / -Se: Unclear
-Al: Low
-BP: Unclear
-BA: Unclear
-In: Low
-Sr: Low / 14.5
Oh, Emergency Medicine Australasia, 2014 [87] / Doctors and nurses working in emergency department / A kneeling posture for performing CPR / Standard procedure / To compare the quality of chest compression is equal or superior with a kneeling posture using the kneeling stool versus a standing posture using the height adjustment mechanism of the bed / -Se: Low
-Al: Low
-BP: High
-BA: Unclear
-In: Low
-Sr: Low / 11.5
Child/Neonatal
Fuerch, Resuscitation, 2014 [88] / Obstetrics nurses, neonatal nurses, respiratory therapists, pediatric attending physicians and residents, and neonatology attending physicians and fellows / Adding a decision support tool during neonatal resuscitation / Standard procedure / To compare the adherence to Neonatal Resuscitation Program algorithm based on memory versus a decision support tool / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 13.5
Kim, Scandinavian journal of Trauma, resuscitation and emergency medicine, 2015 [89] / Medical students / Different technique of hand compression / Standard procedure / To assess whether the quality of chest compressions as defined by adherence to current guidelines performed by inexperienced rescuers in a paediatric manikin model differed between three techniques: right one-hand, left one-hand, and two hand / -Se: Unclear
-Al: Unclear
-BP: Low
-BA: Low
-In: Low
-Sr: Low / 14.5
Krogh, Resuscitation, 2015-2 [90] / Child-minders and parents of children aged 0–6 years / Evaluation the E-learning program training group / 2 hours instructor-led / To investigate whether e-learning PBLS is non-inferior to instructor-led training / -Se: Low
-Al: Low
-BP: High
-BA: Low
-In: Low
-Sr: Low / 13.5
Martin, Resuscitation, 2013 [91] / Certified CPR providers / Instantaneous feedback / Standard procedure / To assess that instantaneous feedback will improve the performance of chest compression quality during simulated, infant CPR / -Se: Low
-Al: Low
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 13.5
Rodriguez, Resuscitation, 2013
[92] / Laypersons / Different kind of wording in telephone-assisted situation / Push two inches / To evaluate the effect of simplified dispatcher-assisted CPR instructions on CPR quality provided by bystander rescuers during simulated pediatric resuscitation / -Se: Unclear
-Al: Unclear
-BP: Unclear
-BA: Low
-In: Low
-Sr: Low / 14.5
Pregnant
Kim, Resuscitation, 2012 [93] / Medical students / CPR in different position when cardiac arrest occurs during pregnancy / Standard procedure / To compare the chest compressions quality in different position / -Se: Low
-Al: Low
-BP: High
-BA: Low
-In: Low
-Sr: Low / 14.5

Appendix 4. Overview of studies involving intubation or ventilation (CBRN: Chemical, Biological, Radiation and Nuclear)