Korean Association of Cardiopulmonary Resuscitation

2025 Korean Guidelines for Cardiopulmonary Resuscitation: Part 10. Education and system implementation for enhanced chain of survival

2026Version 2025South Korea

This guideline holds 8 recommendations, 106 references, 2 tables and 4 figures.

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Summary

The 2025 Korean Guidelines for Cardiopulmonary Resuscitation (Part 10) provide updated recommendations for CPR education and system implementation. Key changes include emphasizing in situ simulation-based training, rapid cycle deliberate practice (RCDP), structured hot and cold debriefings, and the integration of feedback devices. The guidelines also focus on improving public AED utilization, expanding pediatric CPR training, and tailoring education for special populations (women, older adults, and individuals with disabilities) while removing prehospital termination of resuscitation criteria due to domestic legal constraints.

Cardiopulmonary resuscitation (CPR) education in South Korea has evolved through institutional mandates, such as the 2013 school CPR training mandate, leading to increased public awareness. However, a significant gap remains between high automated external defibrillator (AED) awareness/training and low bystander utilization rates (decoupling). The 2025 guidelines aim to address this disparity, enhance training quality for healthcare providers, and foster automaticity through evidence-based educational methods.

Key takeaways

Foster resuscitation automaticity by transitioning toward high-fidelity, field-based training environments using in situ simulation and rapid cycle deliberate practice (RCDP).
Mandate structured immediate ('hot') and delayed ('cold') debriefings after both simulated and actual resuscitation events to optimize learning and survival outcomes.
Enforce the use of real-time CPR feedback devices (metronomes, monitoring manikins) during training, allowing an extended grace period for equipment replacement.
Reorganize hospital code teams to include a dedicated CPR coach and ensure team members are trained in advanced life support (ALS).
Avoid the routine use of non-face-to-face, blended, or gamified learning methods unless face-to-face training is physically impossible or resources are highly limited.

Recommendations

Establishing an environment for in situ simulation-based resuscitation training

Using a structured debriefing script or checklist after simulation to help instructors accurately convey key learning objectives.
Population: Instructors and resuscitation traineesWhen: After resuscitation simulation training
Weak recommendationEvidence: very low certainty of evidenceEducation

Emphasizing post-CPR debriefing

Adopting both immediate (hot) and delayed (cold) debriefing methods to improve survival outcomes after cardiac arrest, depending on institutional resources and work duty patterns.
Population: Healthcare providers / Resuscitation code teamsWhen: Post-cardiac arrest resuscitation
Strong recommendationEvidence: low certainty of evidenceClinical Practice / Implementation

Strengthening the use of feedback devices in CPR training

Use of equipment that provides direct feedback on chest compression rate, depth, relaxation, and hand position to improve CPR performance.
Population: CPR training participantsWhen: Cardiopulmonary resuscitation training
Strong recommendationEvidence: moderate certainty of evidenceEducation

Formation of in-hospital resuscitation teams

Healthcare providers should receive ALS training as part of their certification or continuing education, and hospital code teams should include team members trained in ALS.
Population: In-hospital healthcare providers and code teamsWhen: Hospital code team composition and continuing medical education
Strong recommendationEvidence: low certainty of evidenceEducation / Healthcare Administration

Reconsideration of non–face-to-face training modules, blended learning methods, and gamified learning

Applying blended learning (combining digital resources with hands-on practice) specifically when educational resources and accessibility are limited, and not routinely recommending it except when face-to-face training is impossible.
Population: Resuscitation course learnersWhen: When access to face-to-face training is restricted or resources are limited
Strong recommendation in limited circumstancesEvidence: very low certainty of evidenceEducation
Gamified learning, virtual reality, and augmented reality are not routinely recommended as formal resuscitation training components due to insufficient evidence for field application and prognosis improvement.
Population: Resuscitation course learnersWhen: Formal resuscitation training curricula
Weak recommendationEvidence: very low certainty of evidenceEducation

Implementation of RCDP

Implementation of Rapid Cycle Deliberate Practice (RCDP) as a high-repetition simulation method to rapidly improve resuscitation training proficiency, chest compression fraction, and defibrillation preparation times.
Population: Resuscitation team members and healthcare providersWhen: Simulation-based resuscitation training courses
Weak recommendationEvidence: very low certainty of evidenceEducation

Expanding the age of starting education and addressing training disparities for the general public

Setting the starting age for CPR training at 10 years (upper elementary) and mandating “hands-only CPR” concepts for younger children.
Population: Schoolchildren and younger pediatric age groupsWhen: Public school health education programs
Public Health Policy / Education

2025 Korean Guidelines for Cardiopulmonary Resuscitation: Part 10. Education and system implementation for enhanced chain of survival

Summary

Key takeaways

Ask a question about this guideline.

What is new in this version

Recommendations

Establishing an environment for in situ simulation-based resuscitation training

Emphasizing post-CPR debriefing

Strengthening the use of feedback devices in CPR training

Formation of in-hospital resuscitation teams

Reconsideration of non–face-to-face training modules, blended learning methods, and gamified learning

Implementation of RCDP

Expanding the age of starting education and addressing training disparities for the general public

Scope and population

How the evidence was graded

Safety

Definitions

For learning

Study materials

At a glance

Keywords

Summary

Key takeaways

Ask a question about this guideline.

What is new in this version

Recommendations

Establishing an environment for in situ simulation-based resuscitation training

Emphasizing post-CPR debriefing

Strengthening the use of feedback devices in CPR training

Formation of in-hospital resuscitation teams

Reconsideration of non–face-to-face training modules, blended learning methods, and gamified learning

Implementation of RCDP

Expanding the age of starting education and addressing training disparities for the general public

Scope and population

How the evidence was graded

Safety

Definitions

For learning

Related guidelines

Study materials

At a glance

Keywords