Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: a cluster randomised longitudinal study

2019 ◽  
Vol 36 (4) ◽  
pp. 239-244
Author(s):  
Rainer Haseneder ◽  
Matthias Skrzypczak ◽  
Bernhard Haller ◽  
Stefan K Beckers ◽  
Julia Holch ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Self Confidence ◽  
Cluster Randomised ◽  
Test Enhanced Learning ◽  
Retention Of Knowledge ◽  
Enhanced Learning

IntroductionTo increase the rate of bystander resuscitation, basic life support (BLS) training for schoolchildren is now recommended on a broad level. However, debate continues about the optimal teaching methods. In this study, we investigated the effects of a 90 min BLS training on female pupils’ BLS knowledge and self-confidence and whether learning outcomes were influenced by the instructors’ professional backgrounds or test-enhanced learning.MethodsWe conducted a cluster randomised, longitudinal trial in a girls’ grammar school in Germany from 2013 to 2014. Pupils aged 10–17 years were randomised to receive BLS training conducted by either emergency physicians or medical students. Using a multiple-choice questionnaire and a Likert-type scale, BLS knowledge and self-confidence were investigated before training (t0), 1 week (t1) and 9 months after training (t2). To investigate whether test-enhanced learning influenced learning outcomes, the questionnaire was administered 6 months after the training in half of the classrooms. The data were analysed using linear mixed-effects models.ResultsThe study included 460 schoolchildren. BLS knowledge (mean number of correct answers) increased from 5.86 at t0to 9.24 at t1(p<0.001) and self-confidence (mean score on the Likert-type scale) increased from 8.70 at t0to 11.29 at t1(p<0.001). After 9 months, knowledge retention was good (8.94 at t2; p=0.080 vs t1), but self-confidence significantly declined from t1to 9.73 at t2(p<0.001). Pupils trained by medical students showed a slight but statistically significant greater increase in the knowledge at both t1and t2, whereas instructors’ background did not influence gain or retention of self-confidence. Retesting resulted in a marginally, non-significantly better retention of knowledge.ConclusionsBLS training led to short-term gains in knowledge and self-confidence. Although knowledge was retained at 9 months after the training session, self-confidence significantly decreased. Interim testing did not appear to impact retention of knowledge or self-confidence. Medical students should be considered as instructors for these courses given their favourable learning outcomes and greater availability.

scholarly journals Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
M. Binkhorst ◽  
J M Th Draaisma ◽  
Y. Benthem ◽  
E. M. R. van de Pol ◽  
M. Hogeveen ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Basic Life Support ◽  
Life Support ◽  
Controlled Trial ◽  
Training Session ◽  
Real Life ◽  
Pediatric Resuscitation ◽  
Resuscitation Training ◽  
Skill Performance

Abstract Background Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges. Methods A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively. Results Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups. Conclusions Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored. Trial registration ISRCTN, ISRCTN69038759. Registered December 12th, 2019 – Retrospectively registered.

scholarly journals ASSESSMENT OF KNOWLEDGE AND SELF EFFICACY BEFORE AND AFTER TEACHING BASIC LIFE SUPPORT TO SCHOOLCHILDREN

2021 ◽  
Vol 39 ◽  
Author(s):  
Maria de Lurdes Rovisco Branquinho Pais Monteiro ◽  
Ana Isabel Borges Ferraz ◽  
Fernanda Maria Pereira Rodrigues
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Basic Life Support ◽  
Life Support ◽  
Pediatric Population ◽  
Scientific Evidence ◽  
Training Session ◽  
Prospective Longitudinal Study ◽  
Resuscitation Training ◽  
Prospective Longitudinal

ABSTRACT Objective: Teaching basic life support to schoolchildren is well established as one of the most effective strategies in increasing bystander CPR rates. However, there is a lack of scientific evidence concerning the Portuguese pediatric population. The present study aims to evaluate the outcome of a basic life support training session on theoretical knowledge and self-efficacy, immediately after the training and 6 months later, in a pediatric population. Methods: A total of 392 schoolchildren, aged seven to 12 years old, participated in this prospective longitudinal study, answering a questionnaire before, immediately after, and six months after receiving 120 minutes of resuscitation training from medical students. Results: There was a significant increase in the knowledge and self-efficacy after one single training session. Both decreased over a period of six months but remained significantly higher than the baseline. These results were homogeneous across classes. Conclusions: Medical students provided adequate basic life support training to a group of Portuguese schoolchildren, with effects in the knowledge and self-efficacy lasting for at least six months.

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training

2014 ◽  
Vol 38 (1) ◽  
pp. 42-45 ◽  
Author(s):  
Sushma Pande ◽  
Santosh Pande ◽  
Vrushali Parate ◽  
Sanket Pande ◽  
Neelam Sukhsohale
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Basic Knowledge ◽  
First Year ◽  
Knowledge And Skills ◽  
The Mean ◽  
Second Year ◽  
Retention Of Knowledge ◽  
First Year Medical Students

Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which can be reenforced in succeeding years. Forty-two first-year medical students participated in this study. The entire procedure consisted of faculty training, assessment of knowledge of students by a pretest questionnaire, a lecture, a demonstration, and hands-on training using a mannequin (with special emphasis on the site, depth, rate, and sustainment of uninterrupted chest compressions). Posttest 1 was conducted to assess the knowledge gained. The retention of knowledge and skills in the second year was evaluated by posttest 2 and directly observed procedural skills, respectively. Student feedback was collected on five-point Likert scale. Analysis using a Freidman test indicated the mean rank for posttest 1 (2.81) to be significantly higher than the pretest (1.26), indicating a gain in knowledge. The mean rank for posttest 2 (1.93) was lower than for posttest 1 (2.81) but was significantly higher compared with the pretest (1.26), indicating a significant retention of knowledge during the second year. Directly observed procedural skill evaluation showed that 7% students could perform all the seven steps correctly and that 74% students could perform three or more steps correctly, signifying a good retention of skill. Two students taught BLS skills to their family members as well. The results of this study suggest that the program provides students with sound basic knowledge and adequate practical skills in BLS.

Abstract P78: Teaching Basic Life Support to School Children in Northern Ireland Using the ’ABC for life’ Programme

Circulation ◽  
2008 ◽  
Vol 118 (suppl_18) ◽  
Author(s):  
Philip Toner ◽  
Michael Connolly ◽  
Patrice McGrath ◽  
Leanne Laverty ◽  
David Connolly ◽  
...  
Keyword(s):  
Medical Students ◽  
Northern Ireland ◽  
School Children ◽  
Basic Life Support ◽  
Life Support ◽  
Low Cost ◽  
Training Session ◽  
Cost Effective ◽  
Training Model ◽  
Control Group

Aims: Northern Ireland has one of the highest incidences of ischaemic heart disease in the world. Teaching BLS to school children has previously been recommended. Our aim was to assess if eleven year old children can aquire and retain knowledge of basic life support (BLS) skills six months after a course of instruction (Study 1) and to assess the effectiveness of a three tier ‘peer training’ model using medical students, teachers and pupils (Study 2). This would be a cost effective way of significantly decreasing mortality from out-of-hospital cardiac arrests. Methods: The ‘ABC for Life’ programme is a regional course in BLS training in Northern Ireland specifically designed for 10 –12 year old school children. Medical students are trained as instructors in BLS by cardiac resuscitation officers at a major teaching hospital. Children were given a 22 point questionnaire before training and immediately after training to assess acquisition of BLS, and again six months after training to assess retention of knowledge (Study 1). In study 2, medical students instructed teachers how to teach BLS to their pupils. Pupils were given the same questionnaire to assess knowledge of BLS immediately before and after a teacher led training session at their school. Results: Study 1: Children showed a highly significant increase in knowledge following the training session (46.8% vs 82.7%, p<0.001). Six months later their knowledge remained significantly higher than that of a control group who had never been trained (61.1% vs 46.8%, p<0.01). Study 2: Thirty eight teachers were trained from one education board. The first five children trained at each school were randomly selected. Questionnaires were returned for 44.7% pupils at baseline and 42.1% pupils after training. Mean baseline scores improved significantly after training (57.2% vs 77.7%, p<0.001). Conclusion These studies demonstrate that by using medical students and teachers, a large number of children can be trained in a short time period and at relatively low cost. Children can acquire and retain knowledge of BLS for at least six months. The initiative provides manikins and training resources to all schools. To date, the programme has trained 350 schools. We have commenced research of physical skills using a recordable mainikin.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

Basic life support awareness level among medical students in Jordan: a cross-sectional study

2021 ◽  
Author(s):  
Ebraheem Albazee ◽  
Mohammad Alnifise ◽  
Lina Almahmoud ◽  
Ahmed Alsaeedi ◽  
Mohammed Al-balawi ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Cardiopulmonary Arrest ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Validated Questionnaire ◽  
Awareness Level

Objective: Performing basic life support (BLS) in patients with cardiopulmonary arrest decreases mortality and morbidity. In addition, BLS knowledge is a prerequisite for medical graduation. The present study was conducted to determine the awareness level of undergraduate medical students in Jordan regarding BLS and background knowledge. Methods: This cross-sectional study was conducted between 17 April 2021 and 12 May 2021. A validated questionnaire was used as an online Google form and was posted in all medical student groups and Jordanian universities through various social medias. We categorized level of awareness into two groups: adequate awareness for those who got 60% or more, and inadequate awareness for those who got less than 60% in BLS test. Chi-square test was used to compare different variables. Results: A total of 886 students with a mean age of 21.5 (± 2.2) years completed the survey, including 552 females (62.3%). Among participated students, only 281 (31.7%) had adequate awareness, whereas 605 (68.3%) had inadequate awareness, with a mean score of 10 (± 3.8) out of 20. Surprisingly, there was no statistically significant correlation (P=0.210) between grade point average (GPA) and awareness level among participated students. On the contrary, we detected statistically significant relationships (P<0.001) between various variables and awareness level. Conclusion: Overall, we found that awareness of BLS among medical students in Jordan is not adequate. We can improve the awareness of medical students in this regard through obligating them to educate the general population, especially school students, as a volunteer campaign.

Knowledge and Skills of Lay Participants Training with Basic Life Support Program in Case of Cardiac Arrest

2021 ◽  
Vol 104 (Suppl. 1) ◽  
pp. S44-S48
Keyword(s):  
Cardiac Arrest ◽  
Training Program ◽  
Basic Life Support ◽  
Life Support ◽  
Training Session ◽  
Smartphone Application ◽  
Knowledge And Skills ◽  
Lay People ◽  
Before And After ◽  
Hospital Cardiac Arrest

Background: Out-of-hospital cardiac arrest is an important cause that leads to hospital admission and death. Improving lay people’s knowledge and skills in basic life support (BLS) may lead to reduced death associated with out-of-hospital cardiac arrest. “BLS NU KKU” is a BLS training program developed from up-to-date literature as a smartphone application used to train lay people in the community. Objective: To evaluate BLS-related knowledge and skills of participants before and after BLS training. Materials and Methods: A one group pretest-posttest design was used to implement the present study in Khon Kaen, Thailand. Participants were 350 individuals age 18 and older. An 8-hour BLS training session was offered to 10 groups of 35 participants over the period of 10 months between November 2018 and August 2019. Self-administered questionnaires were used to assess BLS knowledge and Cardiopulmonary resuscitation (CPR) skills. Results: The mean score for BLS-related knowledge significantly increased after the BLS training (mean = 15.05, SD = 2.51) compared to the scores before the training (mean = 10.47, SD = 3.43) (p<0.05). BLS skills improved from 0% to 100% (p<0.001) will all skills rated with mostly “excellent” and “good”. Satisfaction with the training program was also rated mostly with “excellent” and “good”. Conclusion: The BLS training program effectively improved participants’ knowledge and skills for basic life support. This program should be disseminated to train lay people in other settings. Keywords: Basic life support, Cardiac arrest, Mobile application

Awareness of basic life support among undergraduate medical students in Syria, Iraq and Jordan: a cross sectional study

2021 ◽  
Author(s):  
Mohammad Nour Shashaa ◽  
Mohamad Shadi Alkarrash ◽  
Mohammad Nour Kitaz ◽  
Roaa Rhayim ◽  
Mohammed Ismail ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Clinical Stage ◽  
Sudden Cardiac Arrest ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference

Abstract Background Sudden cardiac arrest considers one of the most leading cause for death in all over the world. It is important for all medical students to train basic life support. This study evaluated the awareness of basic life support among medical students. Methods An electronic questionnaire based cross sectional study was conducted in November 2020 among 2114 medical student in Syria, Iraq and Jordan. We evaluated BLS skills according to mean score. A chi-squared test was used to determine if there were differences between those who attended a basic life support course and those who did not. Results 1656 of the participants (78.3%) stated that they did not attend a basic life support course. There was a significant difference between the participants from different countries where the mean score in Syria, Jordan and Iraq was 18.3, 24.3 and 18.8 respectively (p < 0.05). The participants were divided into 3 level according to total score; low (0–12), moderate (13–24) and high (25–37). In total, 18.3%, 72.8% and 8.9% of participants had high, intermediate and low level respectively. Conclusions The overall knowledge of basic life support among medical students is not adequate and need significant improvements. This study showed that an attendance a basic life support course previously had an effect on knowledge level. Hence, there is an urgent need to apply basic life support courses into the pre-clinical stage at universities.

Student led outreach workshops to promote Basic Life Support

2021 ◽  
pp. 1-19
Author(s):  
Sadia Ahsin ◽  
Madiha Imran ◽  
Ammad Fahim ◽  
Liaquat Hussain
Keyword(s):  
Medical Students ◽  
Life Support ◽  
Qualitative Assessment ◽  
Structured Interviews ◽  
Substantial Impact ◽  
Self Confidence ◽  
Education Commission ◽  
Hands On ◽  
Quasi Experimental ◽  
The Impact

Abstract Objectives: Primary aim of this project was to provide BLS training to staff, students and faculty of higher educational institutes of Rawalpindi and Islamabad (twin cities in Punjab, Pakistan) through pre-trained medical students. Secondary aim of the study project was to qualitatively record the impact of community training on student facilitators who conducted BLS workshops, through semi structured interviews. Methods: A mixed method Quasi experimental study was carried out at Foundation University Islamabad in collaboration with Higher Education Commission of Pakistan from 2015 to 2018. BLS trained 120 volunteer medical students were divided in 20 teams to visit and provide hands-on training to 20 educational institutes with 45-50 participants each. These participants completed pre and post training questionnaires, whereas, student trainers went through post training semi structured interviews. Quantitative analysis of participants pre and post training responses was done using SPSS 21. Qualitative assessment of impact on students was done through constant comparative analysis of transcripts. Results: A total of 675 participants including students, faculty and staff received hands on BLS training. Questionnaire based analysis of participants BLS knowledge showed >99% improvement (p < 0.001) after training. Main recurring themes identified in transcribed student interviews were, opportunity to improve self-confidence and technical skill. Conclusion: Hands on training sessions conducted by pre-trained medical students not only resulted in improvement in BLS knowledge of participants at various educational institutes but also had substantial impact on student trainers self-confidence and technique. Continuous...

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