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Chest compression at a rate of 100–120 compressions per minute (cpm) during cardiopulmonary resuscitation (CPR) is associated with the highest survival rates. Performing compressions at a faster rate may exhaust the rescuers. To compare a new cue of 'two compressions per second' to the traditional cue of '100–120 compressions per minute' on compression rate in CPR training. In this cluster-randomized study, students from two senior high schools were assigned into two groups. For the experimental group, the cue for the compression rate was 'two compressions per second'. For the control group, the cue was '100–120 cpm'. Except the different cues, all participants underwent the same standardized CPR training program. Verbal compression rate-related feedback was not obtained during practice. Quality indicators of chest compressions were recorded by a sensorized manikin. The primary outcome measure was mean compression rate at course conclusion. The secondary outcome measures were individual compression quality indicators at course conclusion and 3 months after training. We included 164 participants (85 participants, experimental group; 79 participants, control group). Both groups had similar characteristics. The experimental group had a significantly lower mean compression rate at course conclusion (144.3 ± 16.17 vs. 152.7 ± 18.38 cpm, p = 0.003) and at 3 months after training (p = 0.09). The two groups had similar mean percentage of adequate compression rate (≥ 100 cpm), mean compression depth, and mean percentage of complete recoil at course conclusion and 3 months after training. The new cue of 'two compressions per second' resulted in participants having a lower compression rate, although it still exceeded 120 cpm. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Numerous educational programs recommend implementing the teaching principles of BLS from an early age. The aim of this study was to evaluate selected parameters of the quality of resuscitation performed by children aged 10–14 years during simulated circulatory arrest in an adult. Materials and Methods: The project involved four stages, culminating in students performing thoracic compressions on an adult simulator for 2 min. A digital analysis of the quality, depth, relaxation and rate of compressions allowed us to formulate results and conclusions. The authors' proprietary questionnaire form allowed for the correlation of criteria such as age, gender, body mass and past experience in first aid training of the participant. Results: A total of 149 girls and 130 boys were studied. The mean age was 12 years (SD ± 1.41). A directly proportional increase in body mass with participant age was observed (p < 0.000). Children as young as 10 years old achieved only 24.13% quality, while those at the age of 14 demonstrated a more than doubled value (67.61%). The minimum depth of chest compressions recommended for an adult (5–6 cm) was not reached in any age group. Girls from all grades achieved a mean quality of 44.69% (SD ± 32.57), while boys achieved a score of 60.23% (SD ± 31.74). On the other hand, in the case of evaluating thoracic relaxation, a significantly better result was achieved by girls compared to boys (66.14% vs. 56.78%; rho-Spearman test for p = 0.011). Conclusions: Age, sex and body mass play important roles in the quality of resuscitation provided by children. None of the age groups studied achieved the minimum mean depth during adult thoracic compressions under simulated conditions. It is recommended to modify school-based BLS classes to better match the exercises to students' predispositions. [ABSTRACT FROM AUTHOR]

Background: Healthcare 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. Methods: This 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. Results: Thematic 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). Conclusion: The 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. [ABSTRACT FROM AUTHOR]

Background/Objective: Out-of-hospital cardiac arrest (OHCA) poses a substantial public health concern. A collective evaluation of clinical trials is crucial for understanding systemic trends and progress within a specific research area of interest, ultimately shaping future directions. We performed a comprehensive analysis of the characteristics of trials in the adult OHCA population registered on ClinicalTrials.gov. Methods: Aided by medical subject headings (MeSH), we systematically searched the ClinicalTrials.gov database. Trends over time were assessed with the Cochran–Mantel–Haenszel test. The association between publication year and annual number was assessed with the Pearson correlation coefficient. Results: Out of 152 trials spanning the 2003–2023 period, 29.6% were observational and 70.4% were interventional. Compared with the observational trials, interventional trials were more often randomized (RCT) and achieved full publication status in 84% of cases (p = 0.03). The primary focus of interventional trials was "procedures" (43%), "devices" (23%), and "drugs" (21%). Observational studies focused on "biomarkers" (16%) and "diagnostic test" (13%) (p < 0.001). A decrement in the number of interventional trials with a sample size ≥100 patients across three temporal study points was observed. Nevertheless, published studies predominantly had a sample size ≥100 patients (76%), in contrast to unpublished trials (p ≤ 0.001). An increase in the number of interventional studies funded by the "academic/university" sector was also recorded. Conclusions: Clinical trials on OHCA primarily involved interventions aimed at treatment and were more often randomized, single-center, with small (<100) sample sizes, and funded by the "academic/university" sector. [ABSTRACT FROM AUTHOR]

Background: The 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. Methods: We 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. Results: There 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) Conclusions: The 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. [ABSTRACT FROM AUTHOR]

Copyright of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity is the property of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Cardiac arrest is an emergency in which blood circulation suddenly stops, characterized by loss of arterial blood pressure. Cardiac arrest can be sudden and cause death. Cardiac arrest is a cause of high mortality. High mortality in Cardiac Arrest cases is due to slow help due to lack of knowledge and skills regarding Basic life Support. Purpose: The purpose of this study was to analyze the effect of Basic Life Support Health Education on increasing knowledge and skills in cardiac arrest in students. Method: This research design is Pra experimental with one group pre-post test conducted on 41 samples with simple random sampling. The instrument of thr research are used questionare for knowledge and observed for measured of the skil. Results:The results before being given health education the level of knowledge was less than 80.5% and the level of skills was less than 85.4%, while after being given health education the level of knowledge was good 53.7% and the level of skills was good 53.7%. From the analysis using the Wilcoxon Sign Rank Test, the p-value is 0.000

Background: Mastering basic life support (BLS) algorithms is essential for effectively responding to emergencies and saving lives. However, research indicates that learners often retain BLS skills poorly, even immediately after completing educational courses. These deficiencies are attributed to the quantity and type of training received. Additionally, studies present inconsistent findings regarding the effectiveness of simulation-based BLS training.Objectives: This study aimed to evaluate the impact of simulation-based education on nurses’ performance in Pediatric Basic Life Support (PBLS).Methods: An interventional pretest-posttest study was conducted with 50 nurses from pediatric wards in two general hospitals in Al-Najaf City, Iraq, from September 16, 2023, to January 20, 2024. A convenience sample of 50 nurses was randomly assigned to two groups of 25, designated as the intervention and control groups. The intervention group participated in a simulation-based educational program, while the control group received no intervention. Both groups' PBLS skills were assessed before the intervention and one month after its conclusion. Data were collected using a socio-demographic information sheet and a PBLS skills assessment checklist. Statistical analysis was performed using paired t- test, independent t-test, Fisher’s exact test, chi-square tests, and ANOVA with SPSS software.Results: At baseline, only 16% of nurses in the intervention group demonstrated proficient BLS skills. By the end of the study, this figure increased to 80% in the same group. In contrast, no significant changes were observed in the performance of the control group. A significant difference (P0.05).Conclusion: The simulation-based training program significantly improved nurses' PBLS skills, equipping them to effectively resuscitate children experiencing cardiac arrest. It is recommended that simulation be utilized as an active approach to enhance nurses' PBLS competencies.

Abstract Background Healthcare 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. Methods This 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. Results Thematic 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). Conclusion The 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.

Abstract Background The 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. Methods We 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. Results There was a statistically significant difference between pre-and post-test knowledge scores, indicating that training improved their knowledge. (p

Abstract Background Effective 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). Methods In 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. Results Post-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. Conclusion Infographic-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.

Abstract Background Virtual reality (VR) and augmented reality (AR) are emerging technologies that can be used for cardiopulmonary resuscitation (CPR) training. Compared to traditional face-to-face training, VR/AR-based training has the potential to reach a wider audience, but there is debate regarding its effectiveness in improving CPR quality. Therefore, we conducted a meta-analysis to assess the effectiveness of VR/AR training compared with face-to-face training. Methods We searched PubMed, Embase, Cochrane Library, Web of Science, CINAHL, China National Knowledge Infrastructure, and Wanfang databases from the inception of these databases up until December 1, 2023, for randomized controlled trials (RCTs) comparing VR- and AR-based CPR training to traditional face-to-face training. Cochrane's tool for assessing bias in RCTs was used to assess the methodological quality of the included studies. We pooled the data using a random-effects model with Review Manager 5.4, and assessed publication bias with Stata 11.0. Results Nine RCTs (involving 855 participants) were included, of which three were of low risk of bias. Meta-analyses showed no significant differences between VR/AR-based CPR training and face-to-face CPR training in terms of chest compression depth (mean difference [MD], -0.66 mm; 95% confidence interval [CI], -6.34 to 5.02 mm; P = 0.82), chest compression rate (MD, 3.60 compressions per minute; 95% CI, -1.21 to 8.41 compressions per minute; P = 0.14), overall CPR performance score (standardized mean difference, -0.05; 95% CI, -0.93 to 0.83; P = 0.91), as well as the proportion of participants meeting CPR depth criteria (risk ratio [RR], 0.79; 95% CI, 0.53 to 1.18; P = 0.26) and rate criteria (RR, 0.99; 95% CI, 0.72 to 1.35; P = 0.93). The Egger regression test showed no evidence of publication bias. Conclusions Our study showed evidence that VR/AR-based training was as effective as traditional face-to-face CPR training. Nevertheless, there was substantial heterogeneity among the included studies, which reduced confidence in the findings. Future studies need to establish standardized VR/AR-based CPR training protocols, evaluate the cost-effectiveness of this approach, and assess its impact on actual CPR performance in real-life scenarios and patient outcomes. Trial registration CRD42023482286.

Aim: This study aimed to assess the knowledge level of nurses in clinics at the Somalia Mogadishu Turkey Recep Tayyip Erdoğan Training and Research Hospital concerning basic life support (BLS) and advanced life support (ALS). Materials and Methods: A questionnaire comprising 10 questions related to demographic data and 24 objective questions assessing knowledge about BLS and ALS was administered to 104 nurses working in the hospital’s clinics. The questionnaire responses were analyzed, and the results were compared across different clinics. Results: Among the 104 participants, 48 were male and 56 were female nurses. The age distribution analysis revealed that 58 participants were aged between 26 and 30 years or older. Most (n=30) nurses were stationed in the intensive care unit. Participants with over 4 years of professional experience constituted the largest group. Female nurses demonstrated higher accuracy in survey responses than their male counterparts. The emergency medicine department yielded the highest number of correct answers based on the services provided. Significant correlations were identified between years of professional experience and correct answers to ALS questions. A noteworthy difference surfaced between the ability to effectively implement adult life support and accurate responses to the BLS survey questions. Conclusion: Periodic informative training on adult life support should be provided to all nurses. In particular, nurses working in critical departments should be afforded opportunities to familiarize themselves with new guidelines through periodic reviews. This approach will substantially enhance knowledge levels and service quality in the application of adult life support.

Background/purpose: Blended learning offers the advantages of both instructor-led and self-instruction methods in basic life support (BLS). Our study aims to compare the effects of blended learning with those of traditional instructor-led methods on the performance of laypersons taking BLS courses. Methods: A total of 108 participants were randomly assigned to three groups: traditional instruction (group A, n = 36), blended learning with two rounds of practice (group B, n = 36), and blended learning with three rounds of practice (group C, n = 36). Group A received a 90-min lecture and a 30-min hands-on practice session using a manikin and a metronome. Participants in groups B and C received 18-min standardized online video lessons and performed hands-on practice twice and thrice, respectively. The primary outcome was chest compression at a correct speed (100–120 compressions per min) after the training course. Secondary outcomes included knowledge test scores, attitudes and confidence, and individual skill performance after training. Results: Patient characteristics were similar between the groups. Blended learning with practicing thrice resulted in the highest compressions at a correct speed (group A vs. B vs. C, 68.09 vs 80.03 vs 89.42, p = 0.015) and the shortest average hands-off time (group A vs. B vs. C, 1.12 vs 0.86 vs 0.17 s, p = 0.015). Both blended groups performed better in confirming environmental safety (p

Background: Basic life support (BLS) is a life-saving link in the out-of-hospital cardiac arrest chain of survival. Most members of the public are capable of providing BLS but are more likely to do so confidently and effectively if they undertake BLS training. Lay members of the public comprise diverse and specific populations and may benefit from tailored BLS training. Data on this topic are scarce, and it is completely unknown if there are any benefits arising from tailored courses or for whom course adaptations should be developed. Methods: The primary objective of this scoping review was to identify and describe differences in patient, clinical, and educational outcomes when comparing tailored versus standard BLS courses for specific layperson populations. This review was undertaken as part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation. Results: A primary search identified 1307 studies and after title, abstract, and full-text screening, we included eight publications reporting on tailored courses for specific populations. There were no studies reporting direct comparisons between tailored and standardized training. Seven (88%) studies investigated courses tailored for individuals with a disability, and only one study covered another specific population group (refugees). Overall, the quality of evidence was low as the studies did not compare tailored vs. non-tailored approaches or consisted of observational or pre–post-designed investigations. Conclusions: Tailored BLS education for specific populations is likely feasible and can include such groups into the pool of potential bystander resuscitation providers. Research into comparing tailored vs. standard courses, their cost-to-benefit ratio, how to best adapt courses, and how to involve members of the respective communities should be conducted. Additionally, tailored courses for first responders with and without a duty to respond could be explored. [ABSTRACT FROM AUTHOR]

Background: Effective 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). Methods: In 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. Results: Post-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. Conclusion: Infographic-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. [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) and augmented reality (AR) are emerging technologies that can be used for cardiopulmonary resuscitation (CPR) training. Compared to traditional face-to-face training, VR/AR-based training has the potential to reach a wider audience, but there is debate regarding its effectiveness in improving CPR quality. Therefore, we conducted a meta-analysis to assess the effectiveness of VR/AR training compared with face-to-face training. Methods: We searched PubMed, Embase, Cochrane Library, Web of Science, CINAHL, China National Knowledge Infrastructure, and Wanfang databases from the inception of these databases up until December 1, 2023, for randomized controlled trials (RCTs) comparing VR- and AR-based CPR training to traditional face-to-face training. Cochrane's tool for assessing bias in RCTs was used to assess the methodological quality of the included studies. We pooled the data using a random-effects model with Review Manager 5.4, and assessed publication bias with Stata 11.0. Results: Nine RCTs (involving 855 participants) were included, of which three were of low risk of bias. Meta-analyses showed no significant differences between VR/AR-based CPR training and face-to-face CPR training in terms of chest compression depth (mean difference [MD], -0.66 mm; 95% confidence interval [CI], -6.34 to 5.02 mm; P = 0.82), chest compression rate (MD, 3.60 compressions per minute; 95% CI, -1.21 to 8.41 compressions per minute; P = 0.14), overall CPR performance score (standardized mean difference, -0.05; 95% CI, -0.93 to 0.83; P = 0.91), as well as the proportion of participants meeting CPR depth criteria (risk ratio [RR], 0.79; 95% CI, 0.53 to 1.18; P = 0.26) and rate criteria (RR, 0.99; 95% CI, 0.72 to 1.35; P = 0.93). The Egger regression test showed no evidence of publication bias. Conclusions: Our study showed evidence that VR/AR-based training was as effective as traditional face-to-face CPR training. Nevertheless, there was substantial heterogeneity among the included studies, which reduced confidence in the findings. Future studies need to establish standardized VR/AR-based CPR training protocols, evaluate the cost-effectiveness of this approach, and assess its impact on actual CPR performance in real-life scenarios and patient outcomes. Trial registration: CRD42023482286. [ABSTRACT FROM AUTHOR]

Introduction: Most major deaths worldwide are caused by cardiac arrest outside the home. Cardiac arrest is a fatal event and is still a major topic of public health. One effort that can be made to increase community knowledge and skills is to provide Basic Life Support (BLS) training using interesting methods. The purpose of this scoping review is to identify methods of BLS training in laypeople to prevent death from heart attacks. Methods: We conducted a Scoping Review to identify BLS training methods in the community with a search process using appropriate populations, concepts, and contexts. The databases used for article searches are Science Direct, SAGE, PlosOne, Pubmed, NCBI, and Google Scholar. The selection process was carried out using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method and conducting a Critical Appraisal using The Joanna Briggs Institute checklist. Results: From 2,996, 11 articles were selected in this review. Some of the training methods that can be carried out are in-person training, using mobile applications, CPR videos, and Virtual reality compression. Conclusion: The BLS training methods can be used to increase the knowledge and skills of ordinary people. [ABSTRACT FROM AUTHOR]

Introduction One of the most important aspects of happiness is one's health. Increased industrialization in developing nations has contributed to a change in disease patterns away from infectious illness as the major cause of morbidity and mortality toward chronic diseases such as heart disease and trauma. Most emergency circumstances need immediate medical attention before a person is taken to the hospital; therefore, public awareness and training programs can aid in providing efficient basic life support care and services. Only a few works of literature on basic life support and prehospital emergency care in an Indian context are available and are usually studied among school teachers. However, no comparable research including allied health experts such as speech and hearing professionals has yet been published in the literature. Aim The present study aimed at exploring the awareness of speech and hearing professionals regarding basic life support in an Indian context. Methods The questionnaire consisted of two sections where section A comprised 6 questions related to demographic details and participant's experience, and section B composed of 17 questions related to knowledge of normal bodily physiology, medical emergencies, and first aid and related aspects. A cross-sectional exploratory study design was conducted on 250 participants. Out of 250 responses, 42 of them were incomplete and so were removed from the study. Therefore, a total of 208 complete responses received from the participants in the age range of 22 to 60 years from across 23 states and 1 union territory of India were included in the study. Results The result revealed a low percentage of speech and hearing professionals with an adequate understanding of basic life support. The majority of them were found to have insufficient knowledge of normal bodily physiology, medical emergencies, and first aid and related aspects. Discussion Being the first of its kind, the present study revealed limited awareness about basic life support among professionals, and therefore, the need to improvise the knowledge of basic life support and prehospital emergency care. This may be achieved by introducing training programs of various natures and dimensions to speech and hearing professionals. [ABSTRACT FROM AUTHOR]

Copyright of Current Research in Dental Sciences is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Ischemic post-conditioning (IPoC) has been shown to improve outcomes in limited pre-clinical models. As down-time is often unknown, this technique needs to be investigated over a range of scenarios. As this tool limits reperfusion injury, there may be limited benefit or even harm after short arrest and limited ischemia-reperfusion injury. Methods: Eighteen male Wistar rats underwent 7 min of asphyxial arrest. Animals randomized to IPoC received a 20 s pause followed by 20 s of compressions, repeated four times, initiated 40 s into cardiopulmonary resuscitation. If return of spontaneous circulation (ROSC) was achieved, epinephrine was titrated to mean arterial pressure (MAP) of 70 mmHg. Data were analyzed using t-test or Mann–Whitney test. Significance set at p ≤ 0.05. Results: The rate of ROSC was equivalent in both groups, 88%. There was no statistically significant difference in time to ROSC, epinephrine required post ROSC, carotid flow, or peak lactate at any timepoint. There was a significantly elevated MAP with IPoC, 90.7 mmHg (SD 13.9), as compared to standard CPR, 76.7 mmHg (8.5), 2 h after ROSC, p = 0.03. Conclusions: IPoC demonstrated no harm in a model of short arrest using a new arrest etiology for CPR based IPoC intervention in a rat model. [ABSTRACT FROM AUTHOR]

Blended learning offers the advantages of both instructor-led and self-instruction methods in basic life support (BLS). Our study aims to compare the effects of blended learning with those of traditional instructor-led methods on the performance of laypersons taking BLS courses. A total of 108 participants were randomly assigned to three groups: traditional instruction (group A, n = 36), blended learning with two rounds of practice (group B, n = 36), and blended learning with three rounds of practice (group C, n = 36). Group A received a 90-min lecture and a 30-min hands-on practice session using a manikin and a metronome. Participants in groups B and C received 18-min standardized online video lessons and performed hands-on practice twice and thrice, respectively. The primary outcome was chest compression at a correct speed (100–120 compressions per min) after the training course. Secondary outcomes included knowledge test scores, attitudes and confidence, and individual skill performance after training. Patient characteristics were similar between the groups. Blended learning with practicing thrice resulted in the highest compressions at a correct speed (group A vs. B vs. C, 68.09 vs 80.03 vs 89.42, p = 0.015) and the shortest average hands-off time (group A vs. B vs. C, 1.12 vs 0.86 vs 0.17 s, p = 0.015). Both blended groups performed better in confirming environmental safety (p < 0.001). No differences in scores of the knowledge test, attitude, or confidence were noted among the three groups. Blended learning with three rounds of hands-on practice may be considered an alternative teaching method. [ABSTRACT FROM AUTHOR]

Objective: The main aim was to investigate laypersons’ automatic reactions when confronted with an unexpected, real-life simulated out-of-hospital cardiac arrest (OHCA). Methods: 16 participants with no prior knowledge of cardiopulmonary resuscitation (CPR) were individually confronted with a simulated OHCA, while observing art in a museum, as a deceptive task. Participants wore an eye-tracker and were continuously videotaped to collect their responses. Following the simulated OHCA, participants were interviewed to collect reflections on their reaction and then debriefed by a psychologist. One month later, appearance of posttraumatic stress disorder was requested by mail. Results: The primary outcome was the timing and helping behavior of the layperson. Five of 16 participants noticed the casualty within 40 seconds after collapse and initiated immediate help. Two participants provided no help, although they had noticed the collapsed person. The second outcome was the participants’ reflection on their response to the simulated emergency. The main reasons for delayed helping behavior were a lack of cardiac arrest recognition, misinterpretation of the emergency, bystander effect, and distraction by the deceptive task. Conclusion: Results show the need for public awareness regarding the recognition of cardiac arrest and correct interpretation of an emergency.

Introduction: Cardiopulmonary resuscitation (CPR) performed by bystanders is more effective than any other therapeutic intervention following an out-of-hospital cardiac arrest. International organizations emphasize the need for high-quality training for bystanders in CPR, promoting confidence and proficiency to act in emergencies. In Portugal, the teaching basic life support (BLS) in the 9th grade within the Natural Sciences subject began in the academic year 2015-2016. Objective: To acknowledge students’ perceptions about the methodologies used in teaching BLS to 9th-grade students. Methods: This is a descriptive, cross-sectional, and analytical survey-type study, in which a representative sample of students (n=1215) responded to a questionnaire, between April and June 2020. Results: BLS was not studied by 10.4% of the respondents. Among those who studied the subject, a modal value of 3-4 hours was dedicated to BLS in the 9th grade. This subject was taught by firefighters, nurses, or other professionals who were no teachers in 26.1% of the cases. Students pointed out the lack of practical simulations and the need to be learn the pediatric BLS protocol, besides with a different approach. Conclusion: Practical training was perceived by students as a very weak component, and in some cases, it took place without mannequins, videos or qualified teachers. Teaching and learning BLS in Portuguese schools is far from ideal for such an essential subject.

Background: Training schoolchildren in basic life support (‘Kids-Save-Lives’ training) is widely believed to improve outcomes from out-of-hospital cardiac arrest. Numerous programmes have been launched, but to our knowledge, neither children nor schoolteachers have been directly involved in designing these courses. This is unfortunate, as it is well-known that children (as the target goup of training) learn differently from adults. We therefore sought to explore the view of schoolchildren and their teachers on the design of a ‘Kids-Save-Lives’ course. Methods: We designed a state-of-the-art, 90-min BLS training and delivered it to all 13 classes of a secondary community school (children aged 12–16). Directly after each training, we performed Video-Stimulated Recall (VSR) with 2 children and 2 schoolteachers. For VSR, we presented video sequences from defined sections of the training and related semi-structured questions to these sections. The interviews were audio-recorded, transcribed, and analysed using qualitative content analysis. Results: Twenty-four children and 24 teachers participated in the VSR. The overall satisfaction with the training was very high. Participants especially appreciated the brief theoretical introduction using a video, the high practical involvement, and the final scenario. Children suggested the program could be improved by better linking the video to the children’s world, increasing excitement and action, and limiting the group size in the final scenario. Teachers suggested incorporating more theoretical background, using terms and language more consistently, and better integrating the program into the school curriculum. Conclusions: Although very satisfied with a state-of-the-art ‘Kids-Save-Lives’ training, children and teachers made important suggestions for improvement.

Aim: This study aimed to elucidate the risk of electric shock when the general public, not wearing Personal Protective Equipment (PPE), is in contact with a patient, and a defibrillation shock is inadvertently delivered. Methods: A simulation study was conducted simulating the following scenarios. 1) Both the rescuer and the patient were isolated from the ground, with the rescuer making single-point contact with the patient. 2) Both the rescuer and the patient were in contact with the common ground, and the rescuer made single-point contact with the patient. 3) The rescuer made contact at two different points to the patient. A mannequin with a towel saturated with 3% saline solution placed on the chest was used. Defibrillation shocks were delivered using a defibrillator three times at each of three energies: 150 J, 200 J, and 360 J. The voltage across the simulated rescuer was measured with an oscilloscope. Results: In Scenario 1, all measurements were below the detection limit. In Scenario 2, the voltage and current across the rescuer increased with higher defibrillation shock energy, averaging 156.8 V and 156.8 mA at 360 J. In Scenario 3, voltage peaked at 326.0 V and current at 326.0 mA at 360 J. Conclusion: In a simulated setting of defibrillation, over 300 mA of current could pass through the rescuer without PPE when having two contact points between the manikin and the rescuer. However, due to the brief duration and low energy, immediate danger to the rescuer is considered low.

Objective: To assess the depth of chest compressions (CC) provided by schoolchildren and their relation with providers’s anthropometric characteristics. Methods: We organized 1-hour hands-on training sessions for 11-14y.o. in volunteering schools. After training, willing subjects performed 2 min of recorded continuous CCs by means of Laerdal Resusci Anne® with CPRMeter2®, with visual feedback. Compression pace was given by metronome; instructors supervised the correct body position. Collected data included age, sex, as well as measured body weight and height. Results: We analyzed records from N = 702 children (mean age: 12.76 ± 1.02 years, 379 (51.63%) boys) out of 761 participating in the study. Their mean median compression depth (MCD) was 46.70 ± 7.74 mm, which was below minimal effective CC depth advised by current guidelines (50 mm). This corresponded to low mean fraction of CCs ≥ 50 mm (CCF ≥ 50 mm, 42.86 ± 33.67%), and only 42.88% of children achieving at least 50% of compressions ≥ 50 mm. Boys had significantly higher mean MCD and CCF ≥ 50 mm than girls (MCD: 49.34 ± 7.05 mm vs 45.97 ± 8.07 mm, p

Aim: Recent emergence of airway clearance devices (ACDs) as a treatment alternative for foreign body airway obstructions (FBAO) lacks substantial evidence on efficacy and safety. This study aimed to assess pediatric residents’ knowledge and skills in managing a simulated pediatric choking scenario, adhering to recommended protocols, and using LifeVac© and DeCHOKER© ACDs. Methods: Randomized controlled simulation trial, in which 60 pediatric residents from 3 different hospitals (median age 27 [25.0–29.9]; 76.7% female) were asked to solve an unannounced pediatric simulated choking scenario using three interventions to manage (randomized order): 1) following the recommended protocol of the European Resuscitation Council (encouraging to cough or combination of back blows and abdominal thrusts); 2) using LifeVac©; and 3) using DeCHOKER©. A Little Anne QCPR™ manikin (Laerdal Medical) was used. The variable compliance rate (%) was calculated according to the correct/incorrect execution of the steps constituting the proper actions for each test. Results: Participants demonstrated a correct compliance rate only ranging between 50–75% in following the recommended protocol for managing partial FBAO progressing to severe. Despite unfamiliarity with the ACDs, pediatric residents achieved rates between 75% and 100%, with no significant difference noted between the two devices (p = 0.173). Both scenarios were successfully resolved in under a minute, with LifeVac© demonstrating a significantly shorter response time compared to DeCHOKER© (39.2 [30.4–49.1] vs. 45.1s [33.7–59.2], p = 0.010). Conclusions: Only a minority of pediatric residents were able to adhere to the recommended FBAO protocol, whereas 70% of them were able to adequately use the ACDs. However, since a significant proportion could not, it seems that ACDs themselves do not address all issues.

Abstract Background Performing 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. Methods This 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. Results There 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

Background and Aims: Out-of-hospital cardiac arrests represent critical situations wherein prompt basic life support (BLS) intervention can significantly impact survivability. This study aimed to assess the baseline knowledge of BLS among college students and evaluate the efficacy of a training intervention, gauging changes in confidence and performance scores. Methods: Following ethical approval, a pretraining BLS questionnaire was administered to participating students. Subsequently, American Heart Association-certified BLS training providers conducted hands-on training. Posttraining, participants completed confidence and their performance was evaluated by the training providers. Data analysis utilized a percentage-based methodology. Results: The findings from the questionnaire revealed that 87% of students had witnessed emergencies, with only 7.7% initiating help and 2.3% observing resuscitation efforts. Notably, a deficit in knowledge about automated external defibrillators was observed across all the participants. Approximately 49.5% expressed interest in training, while 41.7% declined periodic training. Concerningly, 53.7% cited fear of legal repercussions as a deterrent to aiding victims, and 30.09% attributed their nonintervention to a lack of BLS knowledge. Posttraining, 81.5% of students displayed average confidence, with 18.4% exhibiting poor confidence in providing roadside BLS assistance. Performance assessments revealed that 28.15% performed well, 52.90% performed at an average level, and 18.95% performed poorly during hands-on training with a mannequin. Conclusions: The study highlights a notable lack of awareness and understanding of BLS among college students, as evidenced by the pretraining questionnaire. The single training session employed in this study did not substantially enhance confidence or performance scores in providing BLS. The findings underscore the necessity for increased awareness and recurrent BLS training initiatives among the young population to bolster both confidence and practical proficiency in responding to emergency situations.

Background: Knowledge of basic life support (BLS) is one of the life-saving measures that every medical undergraduate student must possess. Aims and Objectives: This study focused on knowing the level of knowledge in fresh medical undergraduate entrants (knowledge A [KA]) and 3rdyear students with clinical exposure but no BLS training (knowledge B [KB]). We also assessed the knowledge in 1st-year students (retention A [RA]) soon after foundation course and compared it with retained knowledge after 6 months (retention B [RB]). Materials and Methods: This non-randomized multigroup cross-sectional study was done on medical undergraduate students in a tertiary care hospital attached to a medical school in South India. A validated questionnaire with 25 questions assessing knowledge of BLS was formulated and administered to 508 medical students. Results: After analyzing data in SPSS V24, the mean scores in KA and KB were 11.03±4.33 and 13.95±5.43, respectively, with a P50%, clinical exposure had some effect on mean scores in medical undergraduates. Mean scores in RA and RB were 23.16±5.09 and 16.17±6.97, respectively, with P

Abstract To elucidate the relationship between the interval from cardiopulmonary resuscitation initiation to return of spontaneous circulation (ROSC) and neurologically favourable 1-month survival in order to determine the appropriate duration of basic life support (BLS) without advanced interventions. This population-based cohort study included patients aged ≥ 18 years with 9132 out-of-hospital cardiac arrest of presumed cardiac origin who were bystander-witnessed and had achieved ROSC between 2018 and 2020. Patients were classified into two groups based on the resuscitation methods as the “BLS-only” and the “BLS with administered epinephrine (BLS-AE)” groups. Receiver operating characteristic (ROC) curve analysis indicated that administering BLS for 9 min yielded the best neurologically outcome for patients with a shockable rhythm [sensitivity, 0.42; specificity, 0.27; area under the ROC curve (AUC), 0.60] in the BLS-only group. Contrastingly, for patients with a non-shockable rhythm, performing BLS for 6 min yielded the best neurologically outcome (sensitivity, 0.65; specificity, 0.43; AUC, 0.63). After propensity score matching, multivariate analysis revealed that BLS-only resuscitation [6.44 (5.34–7.77)] was associated with neurologically favourable 1-month survival. This retrospective study revealed that BLS-only intervention had a significant impact in the initial minutes following CPR initiation. Nevertheless, its effectiveness markedly declined thereafter. The optimal duration for effective BLS-only intervention varied depending on the patient's initial rhythm. Consequently, advanced interventions should be administered within the first few minutes to counteract the diminishing effectiveness of BLS-only intervention.

Background: Performing 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. Methods: This 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. Results: There 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). Conclusion: Given 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. [ABSTRACT FROM AUTHOR]

This study is to assess the effectiveness of Basic Life Support (BLS) training provided to nursing officers at a government teaching hospital. The study was conducted among nursing officers who had no prior experience with BLS knowledge. A study was carried out at government teaching hospital, Chitradurga from January 2024 to March 2024. The participants' knowledge and practices were evaluated using a structured knowledge questionnaire. The study consisted of a pretest and post-test to assess knowledge regarding BLS on the first day. Then practice sessions for three groups per day from the 2nd to the 5th day were given. Another post-test for knowledge was conducted on the 7th day. The results showed that the mean score for knowledge in the first posttest (16.12) was higher than the mean score in the pre-test (6.24). Similarly, the mean score in the second post-test (17.65) was higher than the mean score in the pre-test. The mean score for practice in the post-test (18.10) was higher than the mean score in the pre-test (7.14). Conclusion; BLS training program effectively enhanced the knowledge and practices of the nursing officers. [ABSTRACT FROM AUTHOR]

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 < 0.001) and previous BLS training (t = -4.42, p<0.001). Linear regression analysis indicated that technicians had a 12% lower BLS accuracy compared to doctors (ß = -0.12, p < 0.001), while those who had received prior BLS training exhibited an 8% higher accuracy compared to those who had not (ß = 0.08, p < 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. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterial and MethodsResultsConclusion\nIMPLICATIONS FOR REHABILITATIONTo explore literature, policies or procedures available to care providers on how to deliver CPR and BLS to people with a disability, for whom the current standard guidelines are not fit for purpose.A scoping review was conducted using four databases, namely, CINHAL, PubMed, Scopus, Medline and Google Scholar. Keywords used included, disab*, wheelchairs, cardiopulmonary, resuscitation, “basic life support”, life support care, and bystander CPR. 1119 papers were retrieved and 1043 were screened following removal of 76 for duplication. 18 full text articles were reviewed and 5 met the inclusion criteria.The five articles were from three counties and included one case study, three expert opinion papers and one intervention study. Four of the papers advocated in favour of improved CPR and BLS guidelines and three of the papers discussed techniques and ideas for supplementation of standard CPR and BLS.The scoping review has uncovered a paucity of evidence explaining delivery of CPR and BLS for people with disability and highlights the need for further research. In the absence of further evidence, it is reasonable for educators to provide ideas and discussion about supplementing CPR and BLS for people with disability to carers.People with disability and wheelchair users are at a high risk for premature or preventable deaths.Improved first aid responses are proposed to be a mitigating factor for premature and preventable deaths.Improved first aid responses will afford people with disability and wheelchair users the same opportunities for care and rehabilitation as people without disability.Formal and informal carers do not currently have prescriptive guidelines to improve their knowledge on responding to emergency events for people with disabilities.Development of improved guidelines is recommended to reduce fear and anxiety for formal and informal carers whilst also increasing their confidence to respond to emergency situations.People with disability and wheelchair users are at a high risk for premature or preventable deaths.Improved first aid responses are proposed to be a mitigating factor for premature and preventable deaths.Improved first aid responses will afford people with disability and wheelchair users the same opportunities for care and rehabilitation as people without disability.Formal and informal carers do not currently have prescriptive guidelines to improve their knowledge on responding to emergency events for people with disabilities.Development of improved guidelines is recommended to reduce fear and anxiety for formal and informal carers whilst also increasing their confidence to respond to emergency situations. [ABSTRACT FROM AUTHOR]

Introduction: For cardiac arrest victims, providing high-quality cardiopulmonary resuscitation (CPR) is a fundamental component of initial care, especially in out-of-hospital settings. We sought to assess the knowledge of nonmedically trained individuals about CPR in case of cardiac arrest in the population of Jazan, Saudi Arabia. Materials and Methods: A cross-sectional survey containing 22 questions was administered to individuals aged ≥ 18 years who were not health-care providers. The sample comprised residents of Jazan, Saudi Arabia. The survey included knowledge about the signs of cardiac arrest, previous experiences with CPR, knowledge of basic life support (BLS), and concerns related to CPR. Results: This study examined responses from 480 people to assess their knowledge of CPR. More than one-half were female, and only 33% were male. Only 36.04% reported having received CPR training. In the event of a family member's cardiac arrest, more than 90% state that they would perform CPR. If a family member suffered a sudden cardiac arrest, more than 70% would call an ambulance immediately, whereas only 48% would call an ambulance if the same thing happened to a stranger. Fear of making a mistake was the most common reason for not performing CPR (70.63%). The media was the most common source of CPR training. Women were more aware of the warning signs of sudden cardiac arrest than men. Women were also more likely than men to perform CPR or call for assistance. Furthermore, women were significantly more likely than men to discontinue CPR on a sudden cardiac arrest patient for fear of stopping a working heart or being contaminated by blood or vomit. Few respondents were willing to undergo CPR training; students, homemakers, and retired people were more willing to be trained in CPR than others. Conclusion: In the Saudi Arabian province of Jazan, nonmedically trained people demonstrated a low level of CPR training and knowledge. We believe that making BLS courses available to the general public will increase CPR awareness and understanding among adults and increase survival rates in cases of sudden cardiac arrest. [ABSTRACT FROM AUTHOR]

Background: Knowledge of basic life support (BLS) is one of the life-saving measures that every medical undergraduate student must possess. Aims and Objectives: This study focused on knowing the level of knowledge in fresh medical undergraduate entrants (knowledge A [KA]) and 3rdyear students with clinical exposure but no BLS training (knowledge B [KB]). We also assessed the knowledge in 1st-year students (retention A [RA]) soon after foundation course and compared it with retained knowledge after 6 months (retention B [RB]). Materials and Methods: This non-randomized multigroup cross-sectional study was done on medical undergraduate students in a tertiary care hospital attached to a medical school in South India. A validated questionnaire with 25 questions assessing knowledge of BLS was formulated and administered to 508 medical students. Results: After analyzing data in SPSS V24, the mean scores in KA and KB were 11.03±4.33 and 13.95±5.43, respectively, with a P<0.001 which was significant. Although both the scores were >50%, clinical exposure had some effect on mean scores in medical undergraduates. Mean scores in RA and RB were 23.16±5.09 and 16.17±6.97, respectively, with P<0.001 which was significant, implying less retention of knowledge in RB 6 months after BLS training. Conclusion: A foundation course introduced into the medical curriculum is essential and refresher courses should be conducted frequently to retain the knowledge of BLS as daily academic commitments can prevent retention of BLS knowledge. [ABSTRACT FROM AUTHOR]

Cardiac 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. [ABSTRACT FROM AUTHOR]

The implementation of educating "Basic Life Support (BLS) competences" in German schools is particularly affected by the often reported "implementational gap" --limited transfer of empirical findings into practice. This Design-Based Research (DBR) study evaluates two different methodologies for BLS teaching, generating implications for transfer. Students (N = 136) of a secondary school (11-13 years) were assigned to different methodological approaches. A test group (TG) received intervention implemented into regular biology lessons (10 units; n = 48); the control group (CG) participated in a basic instruction (2 units; n = 68). Both large-scale methods -- subject-matter teaching (TG) and project activity (CG) -- were compared regarding current motivation, self-efficacy, constructivist instruction, cognitive load, and practical skills. Data from n = 125 students (TG = 48; TG = 68) could be included into analysis (Mage = 11,16; SD = .45; 55.2% female). Probability of success and interest increased, anxiety perception decreased (no group-interaction effect), whereas challenge perception remained constantly. Self-efficacy overall improved from before to after intervention, with TG reporting higher social self-efficacy and less negative outcome expectancies. No differences were found for practical BLS performance. MANOVA (after intervention) showed higher values for anxiety in TG, and for self-efficacy, CG has higher values for negative outcome expectancies (post hoc analysis). For cognitive load and constructivist instruction, no differences between groups were found. In conclusion, both methodological approaches seem to have their own pedagogical justification. Schools' implementation processes may benefit from combining (subject-matter) curriculum content with BLS information or content to facilitate time and resource-saving realization. [ABSTRACT FROM AUTHOR]

Athletes are at risk for cardiac arrest and arrhythmia due to high physical activity during intense training and matches. When such a situation occurs, it is crucial that those around the athlete are able to provide basic life support (BLS) to prevent death from out-of-hospital cardiac arrest. Therefore, in this study, football coaches were given both online and traditional face-to-face BLS training, and then it was aimed to investigate whether the training model affected the increase in BLS knowledge. The study was conducted between 21 April and 21 May. A pre-test measuring theoretical BLS knowledge was applied to 261 football coaches. Then the coaches chose voluntarily basis what type of BLS training (traditional or online) they would receive. After the training, the post-test was applied to the participants. The obtained results were evaluated and the score increases between the 2 groups were compared. The overall level of knowledge was significantly higher in both course models after education (64>86.5 for the Traditional group and 63.9>83.6 for the Online group). Results showed that the mean increase in post-test scores was higher in the traditional education group (22.5 points for the traditional group and 19.6 points for the online group, p<0.001). In conclusion, although traditional education seems to be more successful than online education in our study, there is no clear answer about the effectiveness of tranining models. Online BLS education may serve as an alternative to traditional education for groups that cannot participate in traditional education. Rather than choosing one over the other, an adaptive approach can be tailored to the needs of different groups. [ABSTRACT FROM AUTHOR]

Background: Cardiac disorders are major global death causes, necessitating emergency measures in sudden cardiac arrests. Successful cardiopulmonary resuscitation, performed by medical team members, significantly reduces death rates from cardiac arrest, a growing concern across all age groups. Aim: The study evaluates the impact of hands-on basic life support (BLS) training program on final-year students’ knowledge of BLS. Materials and Methods: A pre- and post-test study was conducted among 60 students at Saveetha College of Liberal Arts and Science. A convenient sampling technique was used to select the samples. The demographic variables were collected by using multiple-choice questionnaires. Result: Results showed an effective level of knowledge and skill in BLS, indicating the need for further research. Conclusion: The study concludes that the level of knowledge and skill among final-year students of Saveetha College of Arts and Science was found to be effective in gaining knowledge regarding BLS in the post-test.

Aim: To evaluate the effectiveness of Rapid Cycle Deliberate Practice (RCDP) compared to traditional instruction or other forms of learning on resuscitation training outcomes and on clinical and/or patient-related outcomes. Methods: As part of the continuous evidence evaluation process of the International Liaison Committee on Resuscitation it was conducted this review and searched Medline, Embase and Cochrane from inception to Feb 12th, 2024. Risk of bias assessment was performed with the Risk of Bias in Non-randomized Studies of Interventions assessment tool and the Revised Cochrane risk-of-bias tool for randomized trials. The GRADE approach was used to evaluate the overall certainty of evidence for each outcome. Results: 4420 abstracts were retrieved by the initial search and 10 additional studies were identified through other resources. Sixty-five studies were selected for eligibility and nine simulated studies met the inclusion criteria. A meta-analysis was performed on three outcomes: time to chest compressions, time to defibrillation and time to first epinephrine given, which showed that RCDP had significantly shorter time to defibrillation and time to administration of epinephrine than controls. The overall certainty of evidence was very low across all outcomes due to risk of bias, inconsistency, indirectness, and imprecision. Conclusion: It may be reasonable to include RCDP as an instructional design feature of basic and advanced life support training. However, substantial variations of delivering RCDP exist and there is no uniform use of RCDP. Further research is necessary on medium/long-term effects of RCDP training, and on the effects on different target groups of training.