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.

scholarly journals Retention of Basic-Life-Support Knowledge and Skills in Second-Year Medical Students

2020 ◽  
Vol Volume 12 ◽  
pp. 211-217
Author(s):  
Winchana Srivilaithon ◽  
Kumpon Amnuaypatanapon ◽  
Chitlada Limjindapron ◽  
Nipon Diskumpon ◽  
Ittabud Dasanadeba ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Knowledge And Skills ◽  
Second Year ◽  
P Retention

First aid and basic life support training for first year medical students

2009 ◽  
Vol 16 (6) ◽  
pp. 336-338 ◽  
Author(s):  
Kerim Hakan Altntaş ◽  
Ali Naci Yldz ◽  
Dilek Aslan ◽  
Şevkat Bahar Özvarş ◽  
Nazmi Bilir
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
First Aid ◽  
First Year ◽  
First Year Medical Students

scholarly journals Professionalizing peer instructor skills in basic life support training for medical students: A randomized controlled trial

2018 ◽  
Vol 27 (2) ◽  
pp. 71-78
Author(s):  
Yvet Benthem ◽  
Eva MR van de Pol ◽  
Jos MTh Draaisma ◽  
Rogier Donders ◽  
Harry van Goor ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Controlled Trial ◽  
First Year ◽  
European Resuscitation Council ◽  
Train The Trainer ◽  
Randomized Controlled ◽  
First Year Medical Students

Background: The Radboud university medical center designed an obligatory basic life support and first-aid course for first-year medical students. Objectives: We evaluated the value of an additional train-the-trainer course following European Resuscitation Council guidelines, which focuses on practical basic life support training and providing feedback, in comparison with standard in-service instructor training. Methods: This study was a prospective randomized controlled trial. A total of 10 intervention instructors, 14 control instructors, and 337 first-year medical students participated in the study. Students, blinded for the type of instructor, completed questionnaires evaluating the quality of the basic life support training (theoretical and practical) and provided feedback. The secondary endpoint was the basic life support examination to assess whether the instructors’ training influenced the quality of the participants’ basic life support. Results: The response rate of the questionnaire was 82% on average. No differences were found between intervention and control group concerning theoretical basic life support training. The intervention instructors scored significantly higher on practical basic life support training according to student evaluations ( p < 0.001). The pass rate on basic life support examinations did not differ significantly ( p = 0.669). Appreciation of given feedback was independent of instructors’ educational training. Conclusion: This study is the first to establish that the 12-h train-the-trainer course following European Resuscitation Council guidelines improves students’ appreciation of practical basic life support training. The additional course did not influence appreciation of theoretical basic life support training or perceived feedback.

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

scholarly journals Differences in Basic Life Support Knowledge Between Junior Medical Students and Lay People: Web-Based Questionnaire Study (Preprint)

2020 ◽  
Author(s):  
Ludovic Sturny ◽  
Simon Regard ◽  
Robert Larribau ◽  
Marc Niquille ◽  
Georges Louis Savoldelli ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
Red Cross ◽  
Emergency Medical Dispatch ◽  
Web Based ◽  
Lay People ◽  
The Mean ◽  
The University ◽  
Hospital Cardiac Arrest

BACKGROUND Early cardiopulmonary resuscitation and prompt defibrillation markedly increase the survival rate in case of out-of-hospital cardiac arrest (OHCA). As future healthcare professionals, medical students should be trained to efficiently manage an unexpectedly encountered OHCA. OBJECTIVE Our aim was to assess basic life support (BLS) knowledge in junior medical students at the University of Geneva Faculty of Medicine (UGFM) and to compare it with that of the general population. METHODS Junior UGFM students and lay people who had registered to BLS classes given by a red-cross affiliated center were sent invitation links to complete a web-based questionnaire. The primary outcome was the between-group difference on a 10-question score. Secondary outcomes were the differences in the rate of correct answers for each individual question and in the level of self-assessed confidence in the ability to perform resuscitation. RESULTS The mean score was higher in medical students than in lay people (5.8±1.7 vs 4.2±1.7, P<.001). Although the phone number of the emergency medical dispatch center was well known (94% vs 82%, P=.06), most participants were unable to identify the criteria used to recognize OHCA, and almost none were able to correctly reorganize the BLS sequence. Medical students felt more confident than lay people in their ability to perform resuscitation (4.7±2.2 vs 3.1±2.1, P<.001). CONCLUSIONS Although junior medical students were more knowledgeable than lay people regarding BLS procedures, the proportion of correct answers was low in both groups, and changes in BLS education policy should be considered.

scholarly journals Effect of academic stress on physical activity level and cognitive functions in first year medical students: An observational study

2020 ◽  
Vol 11 (5) ◽  
pp. 8-11
Author(s):  
Jitendra Sorout ◽  
Satyanath Reddy Kodidala ◽  
Harsha Soni ◽  
Priyanka Singh ◽  
Nirmal Sharma
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Cognitive Functions ◽  
Physical Activity Level ◽  
Activity Level ◽  
First Year ◽  
Mean Values ◽  
Significant Difference ◽  
The Mean ◽  
First Year Medical Students

Background: Newly admitted medical students experience a different curriculum, which can be a stressor and may be the reason of stress during student life. Stress may affect physiological, psychological and cognitive functions of the students. Aims and Objective: Aim of the study was to assess the effect of academic stress on physical activity level and cognitive functions in first year medical students. Materials and Methods: This observational study was conducted on 30 healthy newly admitted medical students (18 -25 years). The data was collected thrice, baseline, after two months and after four months. Stress was assessed by using DASS and Cohen perceived stress scale (PSS). GPAQ was used to estimate the physical activity level. And cognitive functions were assessed by using subjective method (MMSE questionnaire) and objective method (P300). Results: No significant difference of mean values of age, height, weight, BMI, physical activity level, DASS score, PSS and P300 latency were observed over the time to which recording was taken. The mean score of PAL represents the high physical activity. But the score of DASS and PSS represent severe and moderate stress level respectively. The significant difference was seen in the mean values of MMSE score and P300 amplitude over the time to which recording taken. Conclusion: The present study results we can conclude that students have stress during their academic period. And this stress might be helpful in potentiating the cognitive functions with the optimum physical activity.

scholarly journals Empathy variation of undergraduate medical students after early clinical contact: a cross-sectional study in China

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e035690
Author(s):  
Xiong Ye ◽  
Haiying Guo ◽  
Zhou Xu ◽  
Hui Xiao
Keyword(s):  
Medical Students ◽  
Early Stage ◽  
Teaching Hospitals ◽  
Secondary Outcome ◽  
First Year ◽  
Long Term Effects ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
The Mean ◽  
Second Year

ObjectivesEmpathy education is very important for medical students. There is little research on the influence of early clinical practice on the development of empathy and other aspects of professionalism in medical students. The aim of this study was to compare the self-reported empathy levels of first-year and second-year undergraduate medical students before and after their early clinical contact curriculum.SettingThe study was conducted at the Shanghai University of Medicine & Health Sciences, Shanghai, China.ParticipantsA total of 257 undergraduate medical students participated in the study. The 154 first-year students were studying in 10 community-based teaching hospitals, and the 103 second-year students were studying in 3 university-affiliated hospitals.Primary and secondary outcome measuresPrimary measures: the Jefferson Scale of Empathy—Student version (JSE-S) was compared between students of different sexes and in different academic years before their early clinical contact course. Secondary measures: comparisons were made after they finished the curriculum 3 weeks later.ResultsA total of 219 of 257 students responded (85.21% response rate), and 214 answers could be analysed (135 first-year and 79 second-year students; 120 female and 94 male individuals). No significant differences in the empathy scores before early clinical contact were observed between students of different sexes and in different academic years. After early clinical contact, the mean JSE-S score of the participants was significantly higher than the mean score at the beginning of the curriculum.ConclusionsEmpathy-focused training during early clinical contact can improve the empathetic capacity of undergraduate medical students. Fostering empathetic attitudes among undergraduate medical students is necessary for the early stage of their medical education. Further research is needed on the long-term effects of empathy-focused education in entry-level medical students.

Sign in / Sign up

Export Citation Format

Share Document