Basic Life Support Skills Research Articles

Potential Development in Knowledge, Chest Compression Skill, Automated External Defibrillator Skill and Basic Life Support for Thai Village Health Volunteer

Background and objectives: Currently, emergencies from complications, congenital disease, or physical pathology, such as out-of-hospital cardiac arrest (OHCA), are important causes of death and hospital admission, and sudden cardiac arrest occurs until the heart stops working immediately. This study aims to To examine the results of repeated measurements with Qualitative Confirmation of results, knowledge, understanding, chest compression skills, use of AEDs, and basic life support for village health volunteers (VHV). Methods: This mixed-method. Phase 1 quasi-experimental research. The sample group consisted of 30 Village Health Volunteers (VHV) selected using a simple random sampling method. The tool used in this research was the basic life support program that seduces a group process. Knowledge assessment form and basic life support skills. Data collection was performed by repeated measurement six times; Phase 2, qualitative research by discussing Basic life support program of Village Health Volunteers (VHV) that participated in the quantitative research program. After the 6th follow-up repeat measurement for one month, the sample was selected randomly from 10 participants in the program in phase 1. Quantitative data were analyzed using descriptive statistics, one-way analysis ANOVA with repeated measures, and statistical data. Qualitative data were analyzed using content analysis. Results: The findings of the quantitative study showed that Village Health Volunteer (VHV) had knowledge scores on patient assessment and environment, chest compression, use of AED, and basic life support. From each measurement, there was a better direction statistically significant at the qualitative level of 0.01. Conclusion: Basic life support program using group processes can develop potential and increase confidence in knowledge and understanding, skills in patient assessment and environment, chest compression, use of AED, and basic life support. Therefore, knowledge, understanding, and basic life support skills should be regularly and continuously reviewed to ensure resuscitation efficiency. Word count: 5,578 words, excluding references. Funding Statement: The study was supported by a grant from Non Sung Hospital, Nakhon Ratchasima Province, Thailand. Conflict of Interest declaration: The authors declare that they have NO affiliations with or involvement in any organization or entity with any financial interest in the subject matter or materials discussed in this manuscript. Author Contributions: AV and PC contributed to the design and implementation of the research, JK and KV to the analysis of the results, and TB and TP to the writing of the manuscript.

Redesign of a virtual reality basic life support module for medical training – a feasibility study

BackgroundHealthcare providers, including medical students, should maintain their basic life support (BLS) skills and be able to perform BLS in case of cardiac arrest. Research shows that the use of virtual reality (VR) has advantages such as improved accessibility, practice with lifelike situations, and real-time feedback during individual training sessions. A VR BLS module incorporating these advantages, called Virtual Life Support, has been developed especially for the medical domain. Virtual Life Support was collaboratively developed by software developers and stakeholders within the field of medical education. For this study, we explored whether the first version of this module capitalised on the advantages of VR and aimed to develop an understanding of barriers to feasibility of use.MethodsThis study was conducted to assess the feasibility of employing Virtual Life Support for medical training and pinpoint potential obstacles. Four groups of stakeholders were included through purposive sampling: physicians, BLS instructors, educational experts, and medical students. Participants performed BLS on a BLS mannequin while using Virtual Life Support and were interviewed directly afterwards using semi-structured questions. The data was coded and analysed using thematic analysis.ResultsThematic saturation was reached after seventeen interviews were conducted. The codes were categorised into four themes: introduction, content, applicability, and acceptability/tolerability. Sixteen barriers for the use of Virtual Life Support were found and subsequently categorised into must-have (restraining function, i.e. necessary to address) and nice to have features (non-essential elements to consider addressing).ConclusionThe study offers valuable insights into redesigning Virtual Life Support for Basic Life Support training, specifically tailored for medical students and healthcare providers, using a primarily qualitative approach. The findings suggest that the benefits of virtual reality, such as enhanced realism and immersive learning, can be effectively integrated into a single training module. Further development and validation of VR BLS modules, such as the one evaluated in this study, have the potential to revolutionise BLS training. This could significantly improve both the quality of skills and the accessibility of training, ultimately enhancing preparedness for real-life emergency scenarios.

Knowledge and Skill Retention in First-Year MBBS Students After Basic Life Support Training: A One-Year Longitudinal Study.

BackgroundThe Indian National Medical Council has incorporated the Basic Life Support (BLS) course in the foundation course of the undergraduate (MBBS) medical curriculum. However, medical teachers raise concerns about how training would affect the retention of Basic Life Support (BLS) abilities in the longer run. So, the current study assesses the knowledge and retention of BLS skills among first-year MBBS students over one year.MethodsWe included one hundred first-year MBBS students in our study who were trained for BLS, including theory, demonstrations and hands-on training using mannequins. Theoretical knowledge was assessed using pre-test and post-test questionnaires. At the same time, the skills were evaluated using Directly Observed Procedural Skills (DOPS) scores before, just after the training session, and again after one month, six months, and one year. Course feedback was also taken from the students after completing the sessions.ResultsThere was a statistically significant difference between pre-and post-test knowledge scores, indicating that training improved their knowledge. (p < 0.001) There was also a statistically significant difference between pre-and post-test skills using DOPS (p < 0.001). There was no significant difference in the score when DOPS was conducted at one month, but a significant decrease in their skills was seen at six months and one year when compared with the Post Skill Score. (P < 0.001)ConclusionsThe first-year medical students’ knowledge and skills were enhanced by BLS training coupled with practical sessions. Such waning skills necessitate repeating the training at periodic intervals to reinform retention of skills acquired during BLS training.

Attitudes and Skills in Basic Life Support after Two Types of Training: Traditional vs. Gamification, of Compulsory Secondary Education Students: A Simulation Study.

It is recommended to implement the teaching of Basic Life Support (BLS) in schools; however, studies on the best training method are limited and have been a priority in recent years. The objective of this study was to analyze the attitudes and practical skills learned during BLS training using a gamified proposal. A comparative study was carried out, consisting of Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. The instruments used were the CPR and AED action sequence observation sheet, data from the Laerdal Resusci Anne manikin and AED and Attitude Questionnaire towards Basic Life Support and the Use of the Automated External Defibrillator. Sixty-eight students (33 girls) with a mean age of 13.91 ± 0.70 years were recruited. Results were significantly better in the EG (n = 37) [i.e., breathing control (p = 0.037); call to emergency services (p = 0.049); mean compression depth (p = 0.001); self-confidence (p = 0.006); intention to perform BLS and AED (p = 0.002)]; and significantly better in the CG (n = 31) [Total percentage of CPR (p < 0.001); percentage of correct compression (p < 0.001); time to apply effective shock with AED (p < 0.001); demotivation (p = 0.005). We can conclude that the group that was trained with the training method through the gamified proposal presents better intentions and attitudes to act in the event of cardiac arrest than those of the classic method. This training method allows for similar results in terms of CPR and AED skills to classical teaching, so it should be taken into account as a method for teaching BLS to secondary education students.

Comparative study on the impact of ‘Infographic versus video feedback’ on enhancing students’ clinical skills in basic life support

BackgroundEffective cardiopulmonary resuscitation (CPR) training for nursing students is crucial for improving patient outcomes in cardiac arrest scenarios. This study assesses the impact of infographic versus video feedback on enhancing nursing students’ clinical skills in Basic Life Support (BLS).MethodsIn a randomized controlled setting, 76 nursing students at Torbat Heydariyeh University of Medical Sciences were divided into two groups: one received infographic-based education and the other video feedback training. Pre- and post-intervention assessments measured knowledge and skill retention using validated questionnaires.ResultsPost-training, the infographic group showed significantly higher knowledge scores, while the video feedback group exhibited greater improvement in CPR skill performance. No significant differences were noted in pre-training assessment scores between the groups.ConclusionInfographic-based education enhances BLS knowledge retention, and video feedback improves practical CPR skills. This suggests potential benefits of a combined infographic and video feedback approach for optimizing CPR training outcomes, addressing a critical need in medical education.

Exploring the Functionality of Technology-driven CPR Training Methodologies Among Healthcare Practitioners: A Randomized Control Pilot Study.

Cardiopulmonary resuscitation training in Malaysia has evolved from traditional to modern approaches, embracing technology for better outcomes. Smartphone-based training apps offer interactive learning with simulations and real-time feedback, improving cardiopulmonary resuscitation skills anytime, anywhere. This study evaluates the effectiveness of the smart-cardiopulmonary resuscitation application for healthcare practitioners. This randomized controlled pilot study was conducted with 30 healthcare practitioners at the University of Malaysia Sabah. Participants underwent a Cardiopulmonary Resuscitation Practical formal educational training program, and data were collected using a Basic Life Support questionnaire and skills assessment checklist sourced from the American Heart Association (2020). Data analysis was conducted utilizing repeated analysis of variance and the Cochran 'Q' test supported by Statistical Package for the Social Sciences statistical software. The control and intervention groups showed improved knowledge and skills from pre-to post-cardiopulmonary resuscitation courses; a significant increase was observed in the intervention group compared to the control group. The F-test indicated a significant time-group effect (F-stat (df) = 16.14 (2), p = 0.01). Cochran's 'Q' test also revealed significant changes in the proportion of healthcare practitioners passing their skills assessments over time (2 = 14.90, control 01). The smart-cardiopulmonary resuscitation application is convenient for refreshing cardiopulmonary resuscitation skills and maintaining proficiency. While it doesn't replace formal cardiopulmonary resuscitation courses, it saves healthcare practitioners and the community time and money. Both groups showed improved cardiopulmonary resuscitation knowledge and skills, with the intervention group using the smart-cardiopulmonary resuscitation application showing higher success rates after two months. Adopting smartphone-based cardiopulmonary resuscitation training with comprehensive content is recommended.

Knowledge of basic life support amongst Medical/Paramedical Professionals, in a Tertiary Care Hospital, Karachi, Pakistan

Background: Cardiopulmonary resuscitation (CPR), a critical skill within basic life support (BLS), is essential for medical professionals in cases of cardiac or respiratory failure. This study aims to evaluate the BLS knowledge and practical application among healthcare professionals at a tertiary care hospital in Karachi, Pakistan, to enhance training outcomes. Objective: The primary objective was to assess the knowledge and practical skills of BLS among medical and paramedical staff at Ziauddin Hospital and identify gaps in training to improve emergency response effectiveness. Methods: This cross-sectional descriptive study involved 400 healthcare workers from various departments of Ziauddin Hospital between February and April 2024. Participants were selected to represent a diverse group of doctors, nurses, and paramedical staff. Data was collected using a standardized questionnaire based on European standards and guidelines from the American Heart Association and the Resuscitation Council. The questionnaire included both theoretical and practical aspects of BLS. Data were analyzed using SPSS version 25, with frequencies, percentages, and chi-square tests applied to assess associations between variables. Ethical approval was obtained from the Ziauddin Hospital Ethical Review Committee, ensuring adherence to the Declaration of Helsinki. Results: The study revealed that 80% of participants knew the abbreviation for BLS. However, only 26.8% correctly identified the immediate action for an unconscious victim. The correct site for chest compressions in adults and infants was known by 88% and 84.5% of participants, respectively. Awareness of AEDs and EMS was high, at 95% and 93%. Practical skills were notably weaker, with significant variability in emergency responses: 26.8% would give two breaths immediately to an unconscious victim, and 76% incorrectly chose to compress the abdomen for a victim submerged in water. The mean age of participants was 27±4.9 years, with a gender distribution of 51.5% female and 48.5% male. Conclusion: While healthcare professionals at Ziauddin Hospital possess strong theoretical knowledge of BLS, there are significant gaps in practical application, especially in emergency scenarios. To improve patient outcomes in emergencies, more practical, scenario-based training is necessary. This study underscores the need for ongoing, hands-on training sessions to bridge the gap between knowledge and practice.

Basic Life Support in Earthquake With Simulation Supported Training

Earthquakes are frequent natural disasters that can cause significant harm and loss of life. In recent years, there have been numerous major earthquakes worldwide. Nurses are crucial members of disaster response teams during earthquakes, providing vital interventions and basic life support to patients and the injured. This review study aims to help individuals learn the basic life support knowledge and skills necessary to increase survival rates and minimize injuries during natural disasters and emergencies through simulation training. Additionally, it provides an up-to-date approach to evaluating the effectiveness of disaster nurses. Nurses are crucial in promoting health, protecting public health, and providing basic life support to the community during all stages of a disaster, including mitigation, preparedness, response, and recovery. By doing so, they enhance the safety and resilience of the community. Simulation is an effective training method for teaching basic life support to disaster nurses. It provides opportunities for repeated practice in a safe and educational environment, facilitating different learning strategies.

New method for autonomous learning of BLS psychomotor skills: Pillow mannequin: Randomized controlled study

BackgroundEvidence supporting the benefits of autonomous learning of basic life support, such as rapid outcomes and cost-effectiveness, is increasing. Reports supporting the autonomous learning of cognitive skills in basic life support exist. However, there is currently no report supporting the autonomous learning of psychomotor skills in basic life support. AimThis study aimed to assess how using a research-developed pillow-made mannequin affects autonomous learning of psychomotor skills in basic life support training. DesignRandomized controlled trial. SettingThis study was conducted in a nursing school in Turkey. ParticipantsSixty-one (n = 61) third-year formal science undergraduate students. MethodsAt XXX University, 61 nursing students were divided into Intervention (n = 31) and Control Groups (n = 30). Students in both groups received basic life support training, including live demonstrations. Intervention Group students practiced with the mannequin for 15 days. Skill assessments were conducted by two independent evaluators using a real mannequin 15 days later and six months later. Researchers used a checklist to assess psychomotor skills. ResultsThe sociodemographic characteristics of both student groups were similar. There was no significant difference in cognitive knowledge levels after the blended training (p > 0.05). However, at both post-intervention assessments, after 15 days and after 6 months, significant skill differences emerged in “placing the index finger on the ends of the sternum,” “combining the thumbs in the middle,” “defining the lower sternum as a massage point,” “placing the base of the chest” “placing the weaker hand at the massage point,” “placing the body perpendicular to the ribcage,” and “performing 30 compressions.” Cohen's kappa value was calculated as 0.932. ConclusionUse of the mannequin facilitates autonomous learning of psychomotor skills and promotes accurate application. Trial registrationClinicalTrials.gov ID: NCT05346003, 08/02/2022.

Online training to improve BLS performance with dispatcher assistance? Results of a cluster-randomised controlled simulation trial

BackgroundThe prognosis for patients improves significantly with effective cardiopulmonary resuscitation (CPR) performed by bystanders. Current research indicates that individuals who receive CPR from trained bystanders have a greater likelihood of survival compared to those who receive dispatcher-assisted CPR from untrained laypersons. This cluster-randomised controlled trial assessed the impact of a 30-min online training session prior to a simulated cardiac arrest situation with dispatcher-assisted CPR (DA-CPR) on enhancing Basic Life Support (BLS) performance.MethodsThis study was performed in 2018 in Hamburg, Germany. The primary outcome was the practical BLS skills of high school students in simulated out-of-hospital cardiac arrest scenarios with dispatcher assistance. The intervention group participants underwent a 30-min online BLS training session, while the control group did not receive an intervention. It was hypothesized that the average practical BLS scores of the intervention group would be 1.5 points higher than those of the control group.ResultsBLS assessments of 286 students of 16 different classes were analysed. The estimated mean BLS score in the intervention group was 7.60 points (95% CI: 6.76 to 8.44) compared to 6.81 (95% CI: 5.97 to 7.65) in the control group adjusted for BLS training and class. Therefore, the estimated mean difference between the groups was 0.79 (95% CI: -0.40 to 1.97) and not significantly different (p-value: 0.176). Based on a logistic regression analysis the intervention had only a significant effect on the chance to pass the item “vertically above the chest” (OR = 4.99; 95% CI: 1.46 to 17.12) adjusted for BLS training and class.ConclusionPrior online training exhibits beneficial impacts on the BLS performance of bystanders during DA-CPR. To maximise the effect size, online training should be incorporated into a set of interventions that are mutually complementary and specifically designed for the target participants.Trial registrationDRKS00033531. "Kann online Training Laien darauf vorbereiten Reanimationsmaßnahmen unter Anleitung der Leitstelle adäquat durchzuführen? " Registered on January 29, 2024.

Pilot study to teach residents about EMS scope of practice through reverse role simulations

Objective: To improve emergency physician trainee understanding of Emergency Medical Services´ (EMS) scope of practice, and physician confidence in performing EMS skills by conducting a simulation role reversal workshop. Methods: EMS clinicians and physicians created and facilitated a role-reversal workshop for seven pediatric emergency medicine (PEM) fellows designed to emphasize scope of practice of EMS clinicians using basic life support (BLS) and advanced life support (ALS) skills. Fellows roleplayed using BLS or ALS skills in three different case scenarios. Medication preparation and delivery were assessed. Pre, post, and retention surveys (provided at 1 month post-intervention) were performed to assess scope of practice knowledge, and the EMS skill set confidence of the fellows. Results: Fellows reported the curriculum had an impact on their understanding of EMS scope of practice. Confidence in differentiating ALS and BLS scope of practice improved as did the subjective understanding of local EMS protocols. The confidence in preparing and administering multiple types of medications (i.e., intramuscular epinephrine administration, nebulized medication preparation) significantly improved as well (p&lt;0.016 with Bonferroni adjustment). Conclusion: Given improved confidence scoring in understanding EMS scope of practice and medication administration, role reversal methodology may offer intangible affective and psychomotor benefits for emergency medicine trainees by generating a sense of a “lived-experience” when role-playing EMS skill sets. The workshop may serve as a model to use in teaching pre-hospital scope of practice and generating interprofessional understanding for physician trainees.

The effect of scenario-based training versus video training on nurse anesthesia students’ basic life support knowledge and skill of cardiopulmonary resuscitation: a quasi-experimental comparative study

BackgroundPerforming CPR (Cardiopulmonary Resuscitation) is an extremely intricate skill whose success depends largely on the level of knowledge and skill of Anesthesiology students. Therefore, this research was conducted to compare the effect of the scenario-based training method as opposed to video training method on nurse anesthesia students’ BLS (Basic Life Support) knowledge and skills.MethodsThis randomized quasi-experimental study involved 45 nurse anesthesia students of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran in 2022–2023. The practical room of the university formed the research environment. The participants were randomly divided into three groups of scenario-based training, video training, and control. Data were collected by a knowledge questionnaire and a BLS skill assessment checklist before and after the intervention.ResultsThere was a significant difference between the students’ scores of BLS knowledge and skill before and after the educational intervention in both SG (scenario group) (p < 0.001) and VG (video group) (p = 0.008) (p < 0.001). However, no significant difference was observed in this regard in the CG (control group) (p = 0.37) (p = 0.16). Also, the mean scores of BLS knowledge and skills in the SG were higher than those in the VG (p < 0.001).ConclusionGiven the beneficial impact of scenario-based education on fostering active participation, critical thinking, utilization of intellectual abilities, and learner creativity, it appears that this approach holds an advantage over video training, particularly when it comes to teaching crucial subjects like Basic Life Support.

Effects of a Serious Smartphone Game on Nursing Students' Theoretical Knowledge and Practical Skills in Adult Basic Life Support: Randomized Wait List-Controlled Trial.

Retention of adult basic life support (BLS) knowledge and skills after professional training declines over time. To combat this, the European Resuscitation Council and the American Heart Association recommend shorter, more frequent BLS sessions. Emphasizing technology-enhanced learning, such as mobile learning, aims to increase out-of-hospital cardiac arrest (OHCA) survival and is becoming more integral in nursing education. The aim of this study was to investigate whether playing a serious smartphone game called MOBICPR at home can improve and retain nursing students' theoretical knowledge of and practical skills in adult BLS. This study used a randomized wait list-controlled design. Nursing students were randomly assigned in a 1:1 ratio to either a MOBICPR intervention group (MOBICPR-IG) or a wait-list control group (WL-CG), where the latter received the MOBICPR game 2 weeks after the MOBICPR-IG. The aim of the MOBICPR game is to engage participants in using smartphone gestures (eg, tapping) and actions (eg, talking) to perform evidence-based adult BLS on a virtual patient with OHCA. The participants' theoretical knowledge of adult BLS was assessed using a questionnaire, while their practical skills were evaluated on cardiopulmonary resuscitation quality parameters using a manikin and a checklist. In total, 43 nursing students participated in the study, 22 (51%) in MOBICPR-IG and 21 (49%) in WL-CG. There were differences between the MOBICPR-IG and the WL-CG in theoretical knowledge (P=.04) but not in practical skills (P=.45) after MOBICPR game playing at home. No difference was noted in the retention of participants' theoretical knowledge and practical skills of adult BLS after a 2-week break from playing the MOBICPR game (P=.13). Key observations included challenges in response checks with a face-down manikin and a general neglect of safety protocols when using an automated external defibrillator. Playing the MOBICPR game at home has the greatest impact on improving the theoretical knowledge of adult BLS in nursing students but not their practical skills. Our findings underscore the importance of integrating diverse scenarios into adult BLS training. ClinicalTrials.gov (NCT05784675); https://clinicaltrials.gov/study/NCT05784675.

Effectiveness of Basic Life Support Training Program for Knowledge and Skills of Primary School Teachers: A Quasi-experimental Study

CCardiac arrest outside of hospitals is a leading cause of hospitalization and mortality. Schools are ideal settings to teach individuals basic life support, and teachers should be involved in basic life support training. This two-group quasi-experimental with pre-posttest study aimed to examine the effectiveness of the Basic Life Support Training Program, designed by nurses, for knowledge and skills for basic life support of primary school teachers. The participants comprised 60 primary school teachers purposively selected from two primary schools in central Thailand. They were divided into experimental (n = 30) and control (n = 30) groups. Data were collected using the Demographic and Health Data Form, Basic Life Support Knowledge Questionnaire, and Basic Life Support Skills Questionnaire and analyzed with descriptive statistics and independent and paired t-tests.From the results, immediately after the program, the mean scores of basic life support knowledge and skills of the program participants were significantly higher than those in the control group. After the program, the experimental group’s mean score of basic life support knowledge and skills was higher than before. The Basic Life Support Training Program effectively improves knowledge and skills for providing basic life support to primary school teachers. School nurses can be trained to use this program to improve basic life support skills among primary school teachers. However, long-term follow-up is needed to determine the sustainability of both knowledge and skills by measuring actual practice skills in basic life support.

Student Pharmacist-Led Basic Life Support Training for High School Students Improves Knowledge and Skill Achievement.

Introduction: The performance of bystander cardiopulmonary resuscitation (CPR) improves survival among cardiac arrest victims. Near-peer teaching of Basic Life Support (BLS) may be an effective way to deliver resuscitation education. This article aims to assess the effectiveness of a student pharmacist-led American Heart Association (AHA) BLS course on high school students' knowledge and skill achievement. Methods: Student pharmacists were trained as AHA instructors and delivered BLS certification courses to high school students. Participants completed pre- and post-assessments adapted from the course learning objectives. Skills performance was evaluated using the AHA's standardized forms. Participants completed questions regarding their perceptions of the pharmacist's role in BLS and confidence in pursuing a career in healthcare. Results: There were 321 participants with the majority in 11th or 12th grade (86.6%) and attending public school (99.1%). After completing the training, the mean percentage of correct assessment responses increased from 41.2% to 89% (p <0.0001). All participants correctly performed BLS skills. Most participants strongly agreed or agreed that the course changed their perspective of the pharmacist's role during BLS (74.8%) and increased their confidence in their decision to pursue future careers in healthcare (61.7%). Conclusion: Student pharmacist-led BLS training, using near-peer delivery, improves high school students' knowledge and skill achievement. This strategy promotes high school students' positive perceptions regarding pharmacists and their role in BLS, as well as their confidence in pursuing careers in healthcare.

Analysis of factors influencing the acquisition of basic life support knowledge among standardized training trainees

Cardiopulmonary resuscitation (CPR) significantly impacts the treatment success of cardiac arrest patients and serves as a simple and practical basic life support (BLS) skill. However, there is a lack of analysis regarding factors influencing BLS knowledge acquisition by trainees after training. In this study, we analyzed and explored this issue based on assessments of 385 trainees newly enrolled in standardized residency training at West China Hospital, Sichuan University in 2022. They came from various medical institutions and underwent a 3-day systematic training in basic life support skills. At the end of the training, their knowledge acquisition was analyzed through an examination. The results indicated that BLS knowledge acquisition scores among these 385 resident trainees were not significantly different in age, gender, education, length of service, professional title, or teaching style preference. However, two factors demonstrated significant influence: the trainees’ profession type (F = 39.45, p &lt; 0.001) and previous BLS training (t = −4.42, p &lt; 0.001). Linear regression analysis indicated that technicians had a 12% lower BLS accuracy compared to doctors (β = −0.12, p &lt; 0.001), while those who had received prior BLS training exhibited an 8% higher accuracy compared to those who had not (β = 0.08, p &lt; 0.001). Thus, it is important to focus on enhancing BLS knowledge and skills among technician trainees in residency training. Additionally, increased standardization in BLS training can prove beneficial in improving trainees’ comprehension and mastery of BLS knowledge.

Effectiveness of basic life support training course intervention among dental practitioners and students - An experimental study.

To determine the level of knowledge and skill of basic life support (BLS) among undergraduate, postgraduate students, and general practitioners with and without regular attendance of the BLS Healthcare Provider course. The study was carried out at two intervals with two groups. A random sample involving undergraduate students, postgraduate students, and dental professionals was selected for both study groups. Group 1 with 440 participants had not attended BLS for Healthcare Providers Course in the last two years. Group 2 with 410 participants had attended the BLS for Healthcare Providers course regularly once a year. First, participants in Group 1 were evaluated using an MCQ test with 30 questions about their knowledge and skills in BLS. Then, a well-trained BLS instructor team from Dental College & Hospital offered BLS healthcare provider courses to students and dentists. Subsequently, Group 2 participants who had completed a BLS course for healthcare providers last year were also assessed for their knowledge and skills in BLS using another MCQ test. The marks obtained in the tests were tabulated and analyzed. To determine the association between variables with respect to mean knowledge score, t-test was employed. Multiple group comparison was made using analysis of variance and P < 0.05 was considered statistically significant. The group 1 participants score a mean of 5.7 marks against the Group 2 with a mean score of 27.4 marks out of 30 marks. Knowledge and skill in BLS skills among those in Group 1 without prior BLS training was mainly low. Dental practitioners performed marginally better than students in both groups. Based on the results, we make the following observations. With the introduction of BLS training into the academic curriculum and routine BLS hands-on workshops, all healthcare providers will be familiar with the BLS skills to effectively manage the life-threatening emergencies.

Effectiveness of a Competency-based Foundation Course in Enriching Medical Education: Insights from First year MBBS Students

Background: The medical profession requires extensive knowledge and skills, making it a demanding and challenging profession. To help 1st-year medical students from diverse cultural and social backgrounds transition from a highly protected school environment to a professional course, a 1-month orientation program has been introduced by the National Medical Council in India. Objectives: This study aimed to evaluate the feedback of 1st-year medical students on the competency-based medical education foundation course. Methodology: A cross-sectional study was conducted on 525 1st-year MBBS students from the 2022 to 2023 batch in various medical colleges across different states. A predesigned, structured, and validated questionnaire was used to obtain feedback from students on a 5-point Likert scale. Results: The feedback of 525 students was obtained and analyzed. The majority of students in all states reported 75%–100% orientation on the role of doctors in society, family practice, and national health policies. Basic life support skills were highly appreciated by most students (&gt;55%) in all states. Computer skills were also found to be useful by the majority of students (61%). Most students (100%) reported sensitization and awareness of medical ethics and the availability of student support systems after attending the course. Field visits were rated as extremely useful, and the majority of students (52.9%) had exposure to sports and extracurricular activities. Conclusion: The foundation course aims to develop the necessary skills and leadership qualities that are essential for the overall development of an individual and an efficient doctor. Majority of the students rated the foundation course as very useful, indicating it to be a useful teaching program aiding in a smooth transition and adaptation to the various challenges throughout their professional course.

Comparison of the Four-step Basic Life Support Approach with Non-Standardised Training Approach in Achieving Basic Life Support Proficiency among the Healthcare Workers

Objective: To quantify the effectiveness of non-structured training versus a structured 4-step approach for basic life support (BLS) knowledge and skills using quantitative assessment tools. Study Design: Quasi-experimental study. Place and Duration of Study: Department of Medicine, Combined Military Hospital, Peshawar Pakistan from Oct 2022 to Mar 2023. Methodology: Two hundred (n=200) healthcare workers from all Hospital Departments were included in the study through convenient sampling. They were divided into “Group-A” and “Group-B” of equal size. Group-A received BLS training through a four-step approach, whereas Group-B received non-structured teacher-based training. Pre and post-training MCQs judged the knowledge gained, and a checklist was used to assess the effectiveness of the BLS skills. Results: Both the groups had similar scores in the Pre-training test (p 0.692). Both groups improved their scores after their respective training (p&lt;0.001 for both groups). However, Group-A got a better score (mean score =70.50±11.22) than Group- B (mean score =59.60±11.88) with a highly significant difference (p-value&lt;0.001). There was also a significant improvement (p&lt;0.001) in BLS skills performance as per the checklist in Group-A (mean 7.69±1.47) versus Group-B (mean 6.18±1.34) out of a maximum score of 10. Conclusion: The 4-step program is significantly better than non-standardised training in achieving BLS learning outcomes.

Basic Life Support Training Method in Undergraduate Nursing Students: a Comparative Research

Background: Basic life support (BLS) is one of the skills in Emergency Nursing that is a mandatory achievement for undergraduate nursing students. During the past COVID-19 pandemic, the training method changed to an online learning system. This study aimed to determine differences in increasing students' knowledge and skills in carrying out BHD procedures according to the American Heart Association (AHA) 2020 guidelines Methods: This research was a quantitative-experimental pre and post-test design. The population in this study were undergraduate nursing students at the Faculty of Health Sciences, Wiraraja University, in July 2021. Sampling used a simple random sampling technique (n=74), then divided randomly into two groups, the learning group using the offline method (K1; n= 36) and the learning group using the online method (K2; n=38). In this study, the independent variables were BLS knowledge and skill. Data analysis used the Mann-Whitney and Wilcoxon Sign Rank Test because the research data was homogeneous but not normally distributed (α=0.05). Results: The results of the difference test between the two paired groups were p&lt;α; knowledge K1 (0.000), knowledge K2 (0.001), skill K1 (0.002), skill K2 (0.003). Conclusion: The research results showed no difference in knowledge and skills in BHD according to the 2020 AHA guidelines between offline and online learning groups using the simulation method