 Current BLS courses deliver a curriculum in which learners go through several basic stations in a sequence organized by the American Heart Association AHA. Learners spend a fixed amount of time at each station, once, thus switching task as many times as the number of stations. This blocked practice design is easy to implement and manage and could also be a contributing factor to the poor retention of BLS skills in laypeople 11. In the next three paragraphs, we highlight why contextual interference is beneficial for skill retention, how contextual interference can be beneficial for medical skills training and why the benefits of contextual interference are particularly relevant for BLS training. 