scholarly journals Evaluation of basic life support orientation program for first year medical students; scopes for further improvement

2019 ◽  
Vol 6 (4) ◽  
pp. 543-547
Author(s):  
Manju Bala ◽  
◽  
Vikramjeet Arora ◽  
Sumit Chawla ◽  
◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Life Support ◽  
Life Support ◽  
First Year ◽  
Orientation Program ◽  
First Year Medical Students

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.

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.

Abstract 356: Skill Retention in Medical Students Trained in Cardiac Arrest Care

Circulation ◽  
2020 ◽  
Vol 142 (Suppl_4) ◽  
Author(s):  
Miguel A Moretti ◽  
Adriana O Camboim ◽  
Caroline A Ferrandez ◽  
Isabela C Etcheverria ◽  
Iaggo B Costa ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Medical Students ◽  
Training Program ◽  
Life Support ◽  
Categorical Variables ◽  
First Year ◽  
Chi Square ◽  
Hands On ◽  
Before And After ◽  
First Year Medical Students

Background: Morbidity and mortality reduction in cardiac arrest depends upon early and effective care. Basic life support (BLS) measures encompass a series of procedures to be started outside the hospital usually by trained lay people. Therefore, it is key that lay caregivers retain knowledge and skills late after instruction. However, studies demonstrate loss of cardiopulmonary resuscitation (CPR) skills as early as 30 days after training, pending mostly on the caregiver professional background. In this study, we evaluated medical students’ retention skills at 6 months. Methods: Prospective case-control observational study. Medical students underwent a 40-hour BLS training program. CPR skills were evaluated immediately and 6 months after the course based on individual scores before and after training as well as on categorical stratification as excellent, good or poor. Data were compared using F-test, paired t-test and chi-square for categorical variables. A 95% confidence interval was used with a level of significance of 0.05. Results: Fifty first-year medical students (54% female) aged between 18 and 24 years were enrolled in the BLS training program. Total number of CPR steps accurately performed decreased after 6 months of training (10.8 vs . 12.5; p<0.001). Sex and age were not associated with performance. Categorical evaluation was considered excellent in 78% of the students immediately after training but decreased to 40% in 6 months (p<0.01). Hands-on basic skills were mostly lost within the period. Conclusion: First-year medical students lost hands-on skills after 6 months of training decreasing the efficacy of CPR measures which might affect outcomes of patients in cardiac arrest.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies
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