Introduction:

The use of audiovisual storytelling for the transmission of knowledge has been positively validated, especially with regard to remembrance on the part of the recipient.

Aim:

To evaluate the effectiveness of the audiovisual editing, as well as the inclusion of the figure of the expert, in the learning of life support techniques.

Subjects and methods:

Two versions of audiovisual narrative are made, aimed at transmitting the good use of the defibrillator and submitting four groups of individuals to the viewing of one of the two pieces, so that two groups will have access to a piece with a formal development of simple audiovisual editing and the other two will watch the piece with a more cinematographic formal development, that also includes the figure of an expert at the end of the sequence.

Results:

At the end of the projection, 69.23% of the subjects who watched the simple and without-an-expert video met the target. Regarding the group that watched the video with video editing and with an expert, at the time of completion of the projection, 73.68% of the subjects met the target, requiring besides an average of 10 seconds less than those who did not meet it.

Conclusions:

The implementation of audiovisual editing techniques and of the figure of the expert improves the quality of learning both in terms of the ability to transmit content and in terms of its recollection.

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