Abstract Body:
Introduction: Cardiopulmonary arrest is a medical emergency whose survival depends on early intervention, which can be performed by trained laypeople, including people with hearing impairments. These individuals face barriers to communication and access to training. In this context, assistive technologies, such as educational videos, can facilitate learning about basic life support (BLS). Research Questions/Hypothesis: Is the use of educational videos with interpretation into Libras more effective than lectures with an interpreter in teaching BLS and Foreign-body airway obstruction (FBAO) to people with hearing impairments? Three hypotheses were considered: 1. the educational video in Libras is similarly effective to the lecture with an interpreter; 2. the educational video in Libras is more effective; 3. the educational video in Libras is less effective.Methods: Cross-sectional, controlled and randomized study, carried out with deaf individuals, over 12 years old, linked to the Municipal Council for People with Disabilities of Marabá/PA, a city in the interior of the State of Pará. Participants were divided into two groups: control (lecture in Libras) and intervention (simulated video in Libras), both with content on BLS and FBAO. Pre- and post-tests were administered with videos in Libras and multiple-choice questions. After the course, there was practice with mannequins.Results: The sample consisted of 17 participants randomly divided into two groups: control (n=8) and intervention (n=9). The mean number of correct answers increased from 2.79 (SD=1.15) in the pre-test to 3.68 (SD=2.05) in the post-test. The intervention group obtained a mean of 3.78 (95% CI: 1.04–6.51) and the control group, 3.50 (95% CI: 1.07–8.00), with no statistically significant difference (p=0.49). Fourteen participants (70%) improved in the post-test; six (30%) worsened. The intervention group had uniform results and less dispersion, suggesting a good impact of the video. The effect was moderate in the intervention group (Cohen's d=0.64) and small in the control group (Cohen's d=0.20), indicating improved performance. Conclusion: Data analysis indicates that assistive technology is a viable strategy with potential for training people with hearing impairments in BLS and FBAO, contributing to knowledge retention. Performance indicators indicate a significant impact on learning, demonstrating the tool's value as an inclusive resource in health education.