Objective:

To synthesize the evidence that compares face-to-face methods with virtual methods for teaching neonatal and infant cardiopulmonary resuscitation (CPR).

Material and methods:

Systematic review of randomized clinical trials (RCTs), in which health personnel are included for training in CPR. Two authors selected, synthesized and assessed the quality of the studies. Due to the high heterogeneity between studies, no meta-analysis was carried out.

Results:

Five RCTs that trained 315 people were included: 160 virtual and 155 standard. The studies are different in terms of virtual teaching, type of participants and evaluation of the effectiveness of the interventions. However, in terms of knowledge acquisition, there seems to be no difference between the two educational techniques. In technical skills, the standard form produced better overall performance than using video. On non-technical skills, tele-education generated high levels of satisfaction.

Conclusions:

There are very few RCTs where the virtual modality has been compared with the face-to-face modality for teaching neonates and infants CPR. Therefore, it is necessary to increase research to determine if the virtual modality is effective for CPR, both in knowledge and skills. PROSPERO Registration number: CRD42019116444.

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