Abstract
Background and Aim: The knowledge and skills about Basic Life Support (BLS) is the most important determining factor of cardiopulmonary resuscitation (CPR) success rates. This study was conducted on BLS skills to assess the effects of pre training evaluation followed by post training evaluation and retention of knowledge after six months among medical and dental students. Materials and Methods: Cross sectional study was conducted by assessing the responses of 20 basic questions regarding Basic Life Support prepared from BLS 2015 AHA Guideline. Total number of 300 respondents were selected for the survey which included 200 medical and 100 dental students. The assessment of the knowledge of the students was done in three phases in the form of (pre test) performance in pre training evaluation, immediately after training (post test) and at follow up after six months (retention test). The data was analysed and expressed as mean, standard deviation and percentage. T test were used for statistical analysis and P values Results: Among Medical students the average score in pre test was 56.92+18.90%, in post test the score was 80.87+17.97%, and in retention test the score was 72.45+17.85%. Among Dental students the average score in pre test was 50.40+16.34%, in post test the score was 67.70+15.75%, and in retention test the score was 59.45+15.96%. P values Conclusion: The knowledge of BLS before training was inadequate. The present BLS training programme was effective in enhancing the knowledge of resuscitation among the students. To enhance the retention power time to time retraining by working on mannequins to practice and perfect their skills is highly recommended for the students. Keywords: Basic life support, Cardiac arrest, Medical students, Dental students, Training.
Highlights
1 It is recommended that all medical students and staff, who are exposed to patients must be trained to offer basic life support
Pre-test questionnaire based on American Heart Association (AHA) 2015 Basic Life Support (BLS) guidelines, a lecture and hands-on training using a mannequin
Among dental students 51.0% were male and 49.0% were female with mean age of 22.65 and standard deviation of 0.808 (Tables 1 and 2)
Summary
Basic life support (BLS) is the foundation for saving lives following cardiac arrest. 1 It is recommended that all medical students and staff, who are exposed to patients must be trained to offer basic life support. 2 It has been reported that knowledge and practice of BLS increase the survival of patients after cardiac arrest. 3According to American Heart Association (AHA) 2015 Guidelines, Basic life support includes immediate recognition of sudden cardiac arrest, activation of emergency response system, early cardiopulmonary resuscitation (CPR) (high quality, compressing the chest at an adequate rate and depth) and rapid defibrillation with an automated external defibrillator. 4Cardiac arrest is the sudden cessation of effective cardiac function in an apparently healthy individual.[5]. Basic life support (BLS) is the foundation for saving lives following cardiac arrest. 2 It has been reported that knowledge and practice of BLS increase the survival of patients after cardiac arrest. 3. According to American Heart Association (AHA) 2015 Guidelines, Basic life support includes immediate recognition of sudden cardiac arrest, activation of emergency response system, early cardiopulmonary resuscitation (CPR) (high quality, compressing the chest at an adequate rate and depth) and rapid defibrillation with an automated external defibrillator. The knowledge and skills about Basic Life Support (BLS) is the most important determining factor of cardiopulmonary resuscitation (CPR) success rates. This study was conducted on BLS skills to assess the effects of pre training evaluation followed by post training evaluation and retention of knowledge after six months among medical and dental students. To enhance the retention power time to time retraining by working on mannequins to practice and perfect their skills is highly recommended for the students
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