Breathe Life into Learning

In a nation where cardiovascular disease is one of the top three causes of deaths, the Singapore Heart Foundation (SHF) is on a mission to change the odds. Every day in Singapore, an average of 22 people die from cardiovascular disease (heart disease and stroke), and another 31 suffer heart attacks. As the population ages, these numbers are only set to rise.

SHF, a charity established in 1970, is committed to fighting this health trends through strategic initiatives focused on prevention, rehabilitation, and resuscitation. With a team of around 60 dedicated staff, SHF is small but vital.

Recognising the power of skills-based training, SHF has been actively developing its strengths in heart health education, which includes courses on standard first aid (SFA) and automated external defibrillator (AED) use. These programmes do more than transfer knowledge. They empower ordinary people to act in life-or-death situations and save lives.

A partnership for change

However, learners had consistently provided feedback on the SFA and AED use courses over the past years — that the courses could be more engaging and interactive. Some learners were repeat participants seeking to refresh their certification, making engagement even more difficult. Conducted in traditional classroom formats, the courses often felt one-directional, with minimal activities to break up the information-heavy lectures.

Seizing the opportunity for improvement, SHF approached the National Centre of Excellence for Workplace Learning at the Institute for Adult Learning (NACE@IAL) to rethink the way these essential courses were taught. The goal: to make learning more interactive, engaging, and effective. The collaboration began in July 2024, with IAL workplace learning consultant Ms Kris Loy leading the diagnostic and co-creation process.

From passive listening to active learning

To fully understand the learner experience, Ms Loy enrolled in the two-day SFA and AED course.



Working closely with SHF, Ms Loy guided the team to review the curriculum and lesson plans, assess alignment with the Singapore Resuscitation and First Aid Council (SRFAC) guidelines, and identify barriers to engagement.

The team thus agreed on three key areas of intervention: developing a pedagogical toolkit with learning activities and facilitation tools for trainers; creating a pre-learning guide for trainers to enhance the learning experience; and establishing terms of reference (ToR) to support a Community of Practice (CoP) to support collaboration and professional growth among instructors.

“Most importantly, SHF was very open to sharing their perspectives and challenges,” said Ms Loy. “We bounced ideas about what was feasible, and we were mindful of instructors’ realities.” Drawing on established adult learning principles, Ms Loy introduced structured guidance on writing learning objectives using the ABCD framework (Audience, Behaviour, Condition, Degree). A review checklist was also co-developed to ensure content met SRFAC standards.

To break up passive delivery, Ms Loy introduced interactive elements like picture cards and in-class quizzes to reinforce learning and check understanding. For example, gamified quizzes were developed using the platform Kahoot! to energise learners and improve retention.

The trainers take the lead

Given the trainers’ years of experience, it was understandable that they were more comfortable with familiar methods. However, once they saw the potential of the digital platforms and training methods, they quickly embraced the new methodologies and became advocates.

“One instructor took the picture cards we developed and turned them into a creative icebreaker,” Ms Loy recalled. “Participants each received a card depicting a first aid item and were asked how they would use it. This sparked discussion, allowed for peer learning, and helped the instructor assess baseline knowledge. It was brilliant.”

Post-implementation surveys confirmed the effectiveness of the new methods. Trainers reported that learners were more engaged, better able to recall concepts, and more confident in applying skills. Instructors also felt better prepared and more confident in facilitating classes.

“We designed the activities with the end in mind,” Ms Loy said. “The goal was to help learners feel ready for assessment. So we created tasks that were aligned with that outcome, building understanding and confidence every step of the way.”

Sustaining the change

The new approach won over learners.

“The feedback from our course participants now is that the course is much more interesting and well-run,” shared Ms Denise Ng, Senior Assistant Manager at SHF. “One repeat learner even said he learnt something new this time. That was so encouraging.”

From the start, the goal was to breathe life into the learning experience. But SHF also knew the change had to be sustainable. This meant building internal capability and effecting a new culture of learning and facilitation.

The Community of Practice was a key part of long-term sustainability. Chief Instructors (CIs) were trained in the new tools and practices, and were equipped to mentor their peers, thus cascading learning to fellow instructors.

“We are now looking to see how we can make our other learning modules as interactive. We are also going to try and enhance the train-the-trainer course and support the proliferation of these new facilitation practices to other SFA training centres,” said Ms Ng.

A stronger foundation for saving lives

The project also reinforced the importance of leadership and collaboration. SHF’s leadership and management championed the project. Their visible commitment galvanised the wider team and ensured momentum throughout the journey.



For SHF, the workplace learning intervention was a reaffirmation of its mission to promote heart health, save lives, and serve Singapore’s people with excellence and compassion.

By embracing a learner-centred, evidence-based approach to training, SHF has strengthened not only its course delivery but also its organisational heart. Trainers are more confident, learners are more engaged, and the community is better prepared to respond when every second counts.