Aid Course Research Articles

Nivel de conocimiento y actitud de los profesores de educación infantil y primaria sobre el manejo de los traumatismos dentales

Objective: To evaluate the level of knowledge of early childhood and primary education teachers about the management and attitude toward dental trauma in children. Material and methods: A cross-sectional descriptive study was carried out using questionnaires sent to schools in San Sebastián, Spain, to be answered by early childhood and primary education teachers between May and November 2023. The anonymous questionnaire was sent via Google Forms and consisted of three sections that included questions on demographics, history, and knowledge of dental trauma and its management. The statistical analysis of the variables was performed using the Fisher test, and the significance level was 5%. Results: A total sample of 83 teachers were included; 90% of the sample were women between 20 and 29 years old, without children, in primary school, and with less than 5 years of experience. No statistically significant differences (p>0.05) were observed in the relationship between gender, having previously taken first aid courses, or having witnessed a trauma previously about greater knowledge on the subject. On the other hand, older participants, with more years of experience and with children were those who had read or heard the most about the topic and had a higher level of knowledge. Conclusions: Teachers' knowledge and management of dental trauma is limited. There is a relationship between age, years of professional experience, and having children with better knowledge and attitudes.

Assessment of Public Knowledge and Attitudes Towards First Aid in the Al Qassim Region, Saudi Arabia: A Cross-Sectional Study

Accidents, injuries, and medical emergencies can occur unpredictably, with a significant proportion of fatalities in pre-hospital situations resulting from car accidents. Shockingly, about 39% of these fatalities could have been prevented with improved pre-hospital care. This study aimed to assess attitudes and knowledge regarding first aid among 408 individuals through a survey. Participants were surveyed on the importance of first aid learning, advising others to take first aid courses, fear of emergency situations, previous course attendance, and knowledge of specific first aid procedures. Results showed a strong consensus on the importance of first aid training, but many expressed fear of emergencies hindering their aid efforts. Barriers to course attendance included lack of time, unwillingness, and course unavailability. Participants showed varying knowledge levels, correctly identifying the Red Crescent Authority's emergency number but showing discrepancies in appropriate first aid actions for scenarios like car accidents and controlling bleeding. These findings underscore the importance of promoting first aid education and addressing barriers to course attendance. Tailored approaches may be necessary to address specific fears and improve knowledge of first aid procedures, ensuring that individuals are better equipped to respond effectively in emergency situations. By enhancing first aid training and addressing barriers, we can potentially reduce the number of preventable fatalities in pre-hospital settings, improving overall outcomes for individuals in need of emergency care.

Prospective concepts of training future specialists in physical culture and sports to provide pre-medical help

As a result of extracting the content of scientific articles, it was found that the authors unanimously agree on the need to teach students first aid. The methods of preparing future specialists in physical education and sports for providing first aid can be divided into the following groups: theoretical preparation – studying the basics of first aid, basic safety rules and algorithms for recognizing dangerous situations, testing knowledge; practical preparation – practicing practical skills on mannequins and other students under the guidance of instructors; situational modeling – creating accident scenarios and practicing specific actions according to these scenarios; visual methods – using video materials and other tools; interactive methods – using simulation trainers, computer programs, and applications; communication within a competent professional community – conducting online and offline webinars, courses, and classes; support methods – tutoring the first aid training process by tutors or instructors. It has been proven that the educational process of first aid courses for the general public is characterized by pedagogical appropriateness and technological sophistication. However, due to the limited time, such courses usually do not allocate sufficient time to the theoretical aspect of training. An analysis of syllabi of disciplines related to the preparation of physical education and sports specialists for providing first aid in accidents and emergencies showed that the scope of such discipline’s ranges from 3 to 5 credits. The content of these disciplines consists of theoretical and practical parts. Typically, the theoretical part describes the general principles of providing first aid; actions for tendon-muscle injuries, bone fractures, traumatic brain injuries, and closed spinal injuries, chest and abdominal injuries, wounds, and bruises, combined injuries; assistance in sudden illnesses. The practical part includes practical exercises aligned with the topics of the theoretical part.

Physical education students' understanding level about the rice method for sports injuries

The research was carried out to investigate how high the level of students' understanding of the RICE method was, where before this research, students had already studied the First Aid course. Therefore, following up on how well students understand the RICE method is crucial. Moreover, research has emerged regarding students' understanding of the RICE method for sports injuries. Thus, this research aimed to explore how much students understand the RICE method in dealing with injuries during sports. This research applied descriptive, and a survey was used as the data collection technique. Data obtained from research results on 27 students' understanding of the RICE method in treating injuries was measured based on a questionnaire that had been distributed with 30 questions with a score range of 0-1. The results show that the class of 2020 Physical Education students need a predominantly better understanding of the RICE Method for treating sports injuries. Specifically, 0% of students fell into the very good, good, or sufficient categories, while 93% were classified as poor and 7% as very poor. This indicates that all students' comprehension level of the RICE method needs more improvement.

Exploration of The Construction Path of Sports Injury and First Aid Course Systems for College Students

By the requirements of the Ministry of Education on life safety education, colleges, and universities have set up a course on Sports Injury and First Aid to organize relevant knowledge and increase the student’s awareness of first aid knowledge so that they can use reasonable methods to address sport-related injuries. At the same time, they can cope with first-aid situations and assist rescuers in completing resuscitation activities. This paper is based on the study of three colleges in Chongqing. This paper selected students from 3 universities in Chongqing and evaluated the mastery of first aid knowledge of college students, pointing out the value of implementing the “Sports Injury and First Aid” course in colleges and universities. This can provide opportunities to improve the theoretical content of the discipline, actively carry out practical activities, reasonably set the assessment method, and provide basic protection to ensure that the “Sports Injury and First Aid” course can be carried out normally to improve the mastery level of students’ first aid knowledge.

"To implant or not to implant": electrically evoked auditory brainstem response audiometry for decision-making in vestibular schwannoma resection with CI.

Vestibular schwannomas (VS) are often associated with debilitating hearing loss. Therefore, preservation and rehabilitation of hearing have become major therapeutic goals of VS management. Recently, cochlear implantation (CI) has been established as an effective treatment option for VS-associated hearing loss. Nevertheless, the integrity and proper function of the cochlear nerve must be evaluated before conducting CI to ensure optimal CI outcomes. Various methods to determine cochlear nerve integrity and functionality have emerged in the last few years. Of these, the use of electrically evoked auditory brainstem response audiometry (eABR) in particular has been proven to be ameaningful tool for monitoring cochlear nerve health during VS surgery. Here, the cochlear nerve can be electrically stimulated using an intracochlear test electrode before, during, and after tumor extirpation. Subsequently, the resulting brainstem responses can be measured and interpreted accordingly to obtain direct information on the cochlear nerve function. This allows for continuous monitoring of cochlear nerve function throughout the course of VS surgery and aids in the decision-making for CI candidacy. Finally, in the case of preserved brainstem responses, CI can be performed instantly after VS extirpation. This simultaneous approach offers several advantages over two-staged procedures and has been shown to be an efficient and safe procedure for restoring hearing after VS removal.

Bleeding Control Protections Within US Good Samaritan Laws.

In the United States, all 50 states and the District of Columbia have Good Samaritan Laws (GSLs). Designed to encourage bystanders to aid at the scene of an emergency, GSLs generally limit the risk of civil tort liability if the care is rendered in good faith. Nation-wide, a leading cause of preventable death is uncontrolled external hemorrhage. Public bleeding control initiatives aim to train the public to recognize life-threatening external bleeding, perform life-sustaining interventions (including direct pressure, tourniquet application, and wound packing), and to promote access to bleeding control equipment to ensure a rapid response from bystanders. This study sought to identify the GSLs in each state and the District of Columbia to identify what type of responder is covered by the law (eg, all laypersons, only trained individuals, or only licensed health care providers) and if bleeding control is explicitly included or excluded in their Good Samaritan coverage. Good Samaritan Laws providing civil liability qualified immunity were identified in all 50 states and the District of Columbia. One state, Oklahoma, specifically includes bleeding control in its GSLs. Six states - Connecticut, Illinois, Kansas, Kentucky, Michigan, and Missouri - have laws that define those covered under Good Samaritan immunity, generally limiting protection to individuals trained in a standard first aid or resuscitation course or health care clinicians. No state explicitly excludes bleeding control from their GSLs, and one state expressly includes it. Nation-wide across the United States, most states have broad bystander coverage within GSLs for emergency medical conditions of all types, including bleeding emergencies, and no state explicitly excludes bleeding control interventions. Some states restrict coverage to those health care personnel or bystanders who have completed a specific training program. Opportunity exists for additional research into those states whose GSLs may not be inclusive of bleeding control interventions.

"We Want to Talk about Death, Dying and Grief and to Learn about End-of-Life Care"-Lessons Learned from a Multi-Center Mixed-Methods Study on Last Aid Courses for Kids and Teens.

Last Aid Courses (LAC) for adults have been established in 21 countries in Europe, Australia and America to improve the public discussion about death and dying and to empower people to participate in end-of-life care provision. In 2018, the first Last Aid Courses for kids and teens (LAC-KT) were introduced. The aim of the study was to explore the views and experiences of the course participants and Last Aid Course instructors on the LAC-KT. A mixed-methods approach was used. The views of the LAC-KT participants, aged 7 to 17 years, on the LAC-KT were collected using a questionnaire. In addition, the experiences of the Last Aid Course instructors were explored in focus group interviews. The results show that 84% of the participants had experiences with death and dying and 91% found the LAC-KT helpful for everyone. The majority of the participants appreciate the opportunity to talk and learn about death, dying, grief and palliative care. The LAC-KT is feasible, very well accepted and a welcome opportunity for exchanging and obtaining information about dying, grief and palliative care. The findings of the study indicate that the LAC-KT should be offered to all interested children and teenagers and included in the school curriculum.

Knowledge of prevention and first aid in burn injuries among health care workers and non-health care persons in India

Appropriate and timely first aid reduces morbidity in burns. This study aims to assess the knowledge of first aid in burns among healthcare workers (HCW) and nonhealthcare workers. (NHCW). MethodsA survey, distributed in both paper and Google survey formats, presented five sample cases with multiple-choice answers. Participants recorded the most suitable first aid management for each scenario. Correct answers were provided on completion. ResultsOut of the total 753 participants, only 89 (11.8%) got all five answers correct. 16% HCW and 6% NHCW could answer all 5 questions correctly (with a true HCW:NHCW ratio of 2.67:1). Providing care for individuals with burns substantially raised the probability of giving accurate responses (p = 0.0001). While attending the general First Aid Course did not affect the responses (p = 0.08), participation in the Burns First Aid Course demonstrated slightly improved results (p = 0.052). The scenario involving liquid petroleum gas leakage saw a high proportion of correct responses, likely influenced by media coverage. ConclusionWe find a clear need for adequate training in burns first aid due to low awareness among healthcare workers (HCW) and non-healthcare workers (NHCW). Factors such as participation in burn first aid courses and gaining firsthand experience in treating burns were found to be linked to improved knowledge of burns prevention and first aid. Utilizing various media channels could be a valuable strategy to reach a broader audience, especially in remote and inaccessible areas.

Effects of an advanced first aid course or real-time video communication with ambulance personnel on layperson first response for building-site severe injury events: a simulation study

BackgroundThe risk of high-energy trauma injuries on construction sites is relatively high. A delayed response time could affect outcomes after severe injury. This study assessed if an advanced first aid course for first aid response for laypersons (employees or apprentices) in the construction industry or real-time video communication and support with ambulance personnel, or neither, together with access to an advanced medical kit, would have an effect on immediate layperson vital responses in a severe injury scenario.MethodThis was a controlled simulation study. Employees or apprentices at a construction site were recruited and randomly allocated into a group with video support or not, and advanced first aid course or not, and where one group had both. The primary outcomes were correct behavior to recognize and manage an occluded airway and correct behavior to stop life-threatening bleeding from a lower extremity injury. Secondary outcomes included head-to-toe assessment performed, placement of a pelvic sling, and application of remote vital signs monitors.ResultsNinety participants were included in 10 groups of 3 for each of 4 exposures. One group was tested first as a baseline group, and then later after having done the training course. Live video support was effective in controlling bleeding. A first aid course given beforehand did not seem to be as effective on controlling bleeding. Video support and the first aid course previously given improved the ability of bystanders to manage the airway, the combination of the two being no better than each of the interventions taken in isolation. Course exposure and video support together were not superior to the course by itself or video by itself, except regarding placing the biosensors on the injured after video support. Secondary results showed an association between video support and completing a head-to-toe assessment. Both interventions were associated with applying a pelvic sling.ConclusionThese findings show that laypersons, here construction industry employees, can be supported to achieve good performance as first responders in a major injury scenario. Prior training, but especially live video support without prior training, improves layperson performance in this setting.

Project Based Learning: Development of Taxiway Light as a Visual Landing Aid Using Solar Power

This research aims to determine the differences in learning methods in the classroom using project-based learning and conventional learning. The research was carried out using quantitative methods by conducting evaluations and interviews with cadets. Data processing uses the Manova test statistical data processing application. The sample from this research was Palembang Aviation Polytechnic cadets in visual aid courses, especially taxiway lights. From the results of data processing, we can see differences in terms of creativity and learning outcomes between cadets who use project-based learning methods and those who use conventional learning systems. Project-based learning methods have fostered creativity and better learning outcomes. Hopefully with the results of this research, lecturers will more often use project-based learning methods to foster the creativity of Aviation Polytechnic cadets within the Ministry of Transportation of Indonesia.

Assessment of knowledge, attitude, and practice toward first aid among female school educators in Riyadh, Saudi Arabia: a cross-sectional study.

School-age children are constantly at risk of unintentional injuries. School educational staff are the primary group responsible for maintaining student welfare and responding to emergency situations. The present study aims to evaluate the knowledge and attitudes, practice level, and contextual factors related to first aid among female educational staff in Riyadh, Saudi Arabia. A cross-sectional study was conducted with a convenience sampling of 1,060 female school staff at all educational levels in Riyadh. Participants completed a self-administered online questionnaire that contained items assessing sociodemographic data, knowledge, attitudes, and practice regarding first aid. Most of the 1,060 participants reported above average knowledge level, with a mean score of 21 (max 35). On the other hand, positive attitude toward first aid was high (μ = 22.9; max 25). Approximately 33.4% of staff had previous first aid training, and 79.2% were willing to participate in future trainings. First aid knowledge was highest for choking and lowest for seizures. The attitudes toward first aid were generally positive, and the knowledge of first aid was above average among most participants but still unsatisfactory. Mandatory first aid courses are necessary to support children's health during their education.

Reliability and Validity of the 15-Item Remote First Aid Self-Efficacy in French and English

Introduction: The Remote First Aid Self-Efficacy Scale was originally developed as a 30-item self-report instrument designed as an evaluation tool for training providers and a reflection tool for course participants. Remote first aid training courses and programs are designed for remote communities, worksites, and other wilderness contexts involving activities such as recreation, education, and therapy. Self-efficacy refers to the strength of the beliefs a person has in their capacity to organize and take the necessary actions towards any given attainment. The purpose of our study was to measure the reliability and validity of the 15-Item Remote First Aid Self-Efficacy Scale (RFA SES) in French and English populations.
 Methods: Alumni from SIRIUSMEDx wilderness first aid courses were invited via email to complete either a French or English online questionnaire at two different time periods (T1 & T2). Data collection involved using online questionnaires containing demographic questions, the 15-Item RFA SES, and the 10-Item Generalized Self-Efficacy Scale (GSES). Data analysis involved assessing the scale for internal consistency, test re-test reliability, and concurrent validity.
 Results: There were 58 French and 47 English alumni respondents from SIRIUSMEDx courses for a total of 105 respondents. Internal consistency was high amongst the French group (alpha = .95) and the English group (alpha = .92). Test re-test reliability was high amongst the French group, (r = 0.78, p < .01), and the English group (r = .92, p < .01). The correlations between the RFS SES and GSES were positive and moderate in the French group (r = 0.53, p < .01), as well as in the English group (r = 0.32, p = .03).Conclusions: Results from this study suggest that both the French and English 15-Item RFA SES are reliable and valid. This shorter 15-item version is now available for use, along with the original validated 30-Item version of the RFA SES. Future research should focus on validation of the scale in other contexts and populations, using the scale as a participant reflection tool, and using it for evaluation of training programs and courses.

Natural course of AIDS following HIV-2 infection

In a 21-year-old female, AIDS following infection with HIV-2 was diagnosed alongside an HIV-associated high-grade B cell lymphoma. Treatment of HIV-2 with dolutegravir, emtricitabine, and tenofovir resulted in viral suppression and slow recovery of CD4 cell counts. Treatment of lymphoma caused significant adverse effects but led to complete remission. The patient denied sexual activity and intravenous drug abuse. The patient had been born to an HIV-2-positive mother but appropriate perinatal testing based on national guidelines had remained negative. This case recapitulates the natural course of HIV-2 infection.

Knowledge Enhancement of Elementary School Staff about Traumatic Dental Injuries Using Different Educational Tools

Introduction. This study aimed to assess the efficacy of different educational tools for knowledge enhancement of elementary school staff about the management of traumatic dental injuries (TDIs). Materials and Methods. This quasi-experimental (pretest–posttest) study was conducted on 126 elementary school staff in Qazvin city, who were randomly selected by the cluster sampling in 2020. The baseline knowledge level of the participants about TDIs was assessed by an online questionnaire. Next, they were randomized into the poster, video clip, and no-intervention control groups (56 samples in each group). An informatory poster and a video clip about TDIs were sent to the participants in the first two groups, respectively, through the WhatsApp instant messaging app, and the knowledge level of the three groups was assessed again after 3 weeks. Data were analyzed by ANOVA, McNemar test, chi-square test, and t-test. Results. A significant correlation was noted between the baseline knowledge level of the participants and their educational level, participation in first aid courses covering TDIs, and history of encountering TDIs ( P < 0.05 ). The knowledge level of the participants significantly increased after the intervention in the poster and video clip groups ( P < 0.05 ). Knowledge enhancement was 43.26% in the poster and 36.61% in the video clip group ( P > 0.05 ). Conclusion. Despite the low-baseline knowledge level of the elementary school staff in Qazvin city about TDIs, their knowledge level significantly improved after the educational interventions.

Beyond the discourses of policy and power: HIV, AIDS, and community perspectives on the lived pandemic

As HIV unfolded in the 1980s, HIV and AIDS were heard and seen through the lives of those whom it touched directly. Personal histories were foregrounded, centred by the inevitable mortality attached to HIV infection, the courage of circumstance in the face of illness, and the activism necessary to make a difference. In the later part of the decade, the impacts of HIV were most apparent in East Africa, where community responses and political leadership coalesced to reduce new HIV infections. The 1990s marked a turn towards centralised policy, funding, and the reification of biomedically oriented approaches and systems that are intrinsically top-down. This biomedical turn centred on foregrounding the widespread availability of low-cost antiretroviral therapy and was articulated in the 90-90-90 and subsequent targets. Biomedicalisation reinforces individualised approaches to health primarily focused on biomedical technologies and health service provision that do not rely on community or social organisation formats. Emphasis on HIV treatment, along with the promise of reduced HIV transmission through viral load suppression, contributed to limiting socio-behavioural approaches to HIV prevention. While the importance of community-led response was highlighted in the 2016 United Nations Political Declaration on Ending AIDS, community-led response has devolved towards concepts such as community-led monitoring and community-led response that frame responses in direct relation to the dominant biomedical paradigm. There are lessons in the history of the AIDS response that demonstrate that communities formulate responses to AIDS differently when there have been opportunities for community members to determine the pathways for action to address HIV independently. Older research studies offer retrospective insights into moments in the history of HIV when communities were foregrounded and highlighted the need to reconsider the current trajectory of the HIV response. Not only for history’s sake but to acknowledge that community leadership remains overwhelmed by elites. While lofty targets and goals drive the contemporary HIV response, the way forward is mired by uncertainty. HIV prevention efforts remain uneven, and millions of people living with HIV depend on access to treatment for decades to come in the context of budgetary uncertainties. Changing the course of AIDS will not be achieved if we fail to ensure that communities occupy a genuine and unambiguous place in shaping HIV response.

Awareness of safe transfers in ambulance drivers after road traffic accidents

Background: Today accidents are among the leading causes of death. Deaths due to road traffic accidents are increasing at an alarming rate throughout the world. Hence, safe transfers become an important aspect to deal with. Ambulance drivers being the providers for this transfer should know about safe transfers and how is it performed. Methods: A validated self-structured questionnaire consisting of 14 questions related to knowledge about safe transfers was prepared and circulated to ambulance drivers via Google forms. Ethical approval and informed consent were taken. A total of 102 participants were included in the study and descriptive data analysis was done. Results: Out of 102 participants, 10.8% of drivers had attended a road trauma first aid course, 41.2% of participants had heard about safe transfers, 98% had transferred an RTA victim, 3.9% of participants knew the right way to transfer a patient with spinal injury, 37.3% of subjects knew how to transfer fracture cases, 96% of the participants knew safest way used for transferring a patient, 47.1% drivers knew about “golden hour”, 80.3% participants knew the correct way to transfer a traumatic patient, 22.5% of subjects knew the importance of safe transfers and 99% of drivers felt the need to learn about safe transfers. Conclusions: The study concludes that there is overall less awareness about safe transfers among ambulance workers. Although the willingness to learn about safe transfers is comparatively high. There is a need to increase awareness about safe transfers in ambulance drivers

Evaluation of Health Management Education Curriculum in terms of Disaster Management

The Department of Health Management trains managers for health institutions serving in the public and private sectors. 
 The health sector is in a very important place due to the duties and responsibilities it undertakes in the event of a disaster. For this reason, health professionals are expected to have a good knowledge of basic disaster response knowledge and skills such as disaster management and disaster medicine. In the literature review, when it comes to the disaster preparedness of health workers, only physicians and nurses draw attention, and health managers remain in the background.
 In this study, the curricula of universities providing health management education were analyzed in terms of disaster management. 
 In this context, it was investigated whether there are first aid, public health, disaster management and occupational health and safety courses in the curricula. A total of 56 public universities providing health management education in Turkey were included in the study. When the curricula were analyzed; First Aid course is compulsory in only 7 universities. In 25, it is included in the elective course pool. Public health course is compulsory in 27 and elective in 20 universities. Disaster management course is compulsory in 11 and elective in 30 universities. Occupational health and safety course is compulsory in 11 and elective in 33 universities. Considering that the graduates may be in positions such as prevention of disasters, preparation of disaster plan or intervention in the hospitals where they will work, it is observed that the courses that may be related to disasters that they take during their undergraduate education are not sufficient.

Mental health first aid training among healthcare French students: a qualitative study.

Healthcare students are a population more at risk for mental health issues, especially anxiety, depression, and suicidal thoughts. The health faculty of Université Paris Cité in France, Paris has implemented a Mental Health First Aid (MHFA) course aiming to improve students' mental health literacy, self-care and peer-support and to decrease stigma about mental illness. We conducted a qualitative study exploring the lived experience of this MHFA training course among healthcare students so to better assess its implementation within this specific context and population. This qualitative study used the five-stage inductive process to analyze the structure of lived experience (IPSE) approach. All the healthcare students that had completed the 2-day MHFA training were approached to participate. Data was collected through individual semi-structured interviews and inclusion continued until data saturation was reached. Data analysis was based on an inductive, descriptive, and structuring procedure to determine the structure of lived experience characterized by the central axes of experience. Twenty students were included. Data analysis produced a common structure of lived experience based on three central axes of experience, (1) a personal experience, (2) a student experience and (3) a professional experience. The participants all experienced this course intertwined within these 3 axes. Their motivation to take the course was personal -being of feeling concerned by the topic-, was study-oriented - to learn and revise psychiatry- and was professional - so to develop both practical and soft skills. In their personal experience, participants reported a transformative experience and some interventions with friends and family, while both in their student and professional experience, they felt frustrated with both the content and the form of the course. The results reported similar outcomes reported in the literature about skills, knowledge, and awareness; but mostly produce original avenues about how to better adapt such course to this specific population so to better address students' expectations and mental health issues. This MHFA course -with an adapted content addressing eating disorders, self-mutilations and sexual and gender-based violence - could be part of the early curriculum of healthcare students. The latter could then benefit from a level 2/advanced MHFA course years later specifically tailored for healthcare professionals.

Evaluation of the self-assessment knowledge regarding cardiopulmonary resuscitation in medical students at the University of Belgrade.

Cardiopulmonary resuscitation (CPR) is a vital skill that can improve the outcome of patients with sudden cardiac arrest. To raise awareness about CPR some countries have introduced an obligatory First Aid Course (FAC), usually done parallelly to a driver's license (DL). While expected of doctors to know CPR, the curriculum of some medical schools does not seem to have enforced measures to improve that knowledge. The aim was to have students self-evaluate their current knowledge of CPR, comparing it before university and whether it improved during their studies. A cross-sectional study was conducted in October 2020 using an anonymous questionnaire among students at the Faculty of Medicine in Belgrade (studies in English). A total of 172 (66.7%) students possessed a DL, of which 39.8% felt they were ready, 45.8% felt neutral, and 14.4% felt unable to perform CPR. The total number of students that completed a FAC during their studies was 165. Analysis was performed on the ability assessment data after the first FAC during studies, comparing it to FAC for DL and assessments at the end of studies. No statistically significant difference was observed in the level of self-reported ability to perform CPR, while a statistically significant difference was found in ability assessments when comparing only the FAC for the DL, and the one after the first FAC during medical studies, with students feeling more prepared after the FAC for DL. Across the sample, 90.2% of the students wished they had more CPR training during their medical studies. From this study, it may conclude that students wish and need more CPR training in their curriculum.