Article Data

  • Views 1441
  • Dowloads 154

Original Research

Open Access

The significance of pre-existing knowledge of the latest guidelines for cardiopulmonary resuscitation in successful basic life support education of Belgrade sixth year medical students

  • SLA\ANA AN\ELIĆ1
  • DIMITRA KALIMANOVSKA-OŠTRIĆ2
  • ZORAN RADOJIČIĆ3

1,Belgrade Emergency Medical Services

2,School of Medicine University of Belgrade

3,Faculty of Organizational Sciences

DOI: 10.22514/SV92.112014.6 Vol.9,Issue 2,November 2014 pp.37-46

Published: 03 November 2014

*Corresponding Author(s): SLA\ANA AN\ELIĆ E-mail: novizivot@ptt.rs

Abstract

Introduction. The latest Guidelines for cardiopulmonary resuscitation (CPR) were published in 2010. The aim of the imple-mentation of basic life support (BLS) guidelines is the introduction of uniform criteria within the domain of cardiac arrest diagnostics and treatment both for lay rescuers and first line lifesavers without formal medical education as well as for medical personnel who happen to be in the role of the event witness but without medical equipment and outside of their working place. 

Objective. The goal of this study was to investigate the significance of pre-existing knowledge of the latest 2010 Guidelines for CPR for achieving successful training in BLS among 6th year students of the Belgrade School of Medicine. Methods. In a five-month prospective study of 6th year medical students doing a clinical internship at the Belgrade Emergen-cy Medical Services (EMS) were in a peer training on the application of BLS. At the beginning and at the end of the training program, the students had to pass entrance (E) and final (F) tests composed of 25 identical questions. Using the E test, the students’ knowledge of the latest CPR Guidelines was tested; they were classified into groups with pre-existing knowledge (group I) and groups without pre-existing knowledge (group II). By comparing data from E and F tests we analyzed the influence of training on the improvement of pre-existing knowledge or gaining new knowledge in BLS and first aid. Results. A total of 423 students were tested. The analysis of obtained data showed that in group I there was a statistically significant difference between correct and incorrect responses to eleven questions on the F and E tests. In group II there was a statistically significant difference between test responses in the E and F tests to 17 questions. In group II, knowled-ge additionally improved after training so that in the F test, a statistical significance in correct answers was achieved with regard to 8 questions in relation to the E test (p<0.05). There was a statistically significant difference between correct and inaccurate answers in tests F and E with regard to 10 questions. In the entire group of students, a total statistical significance (p<0.05) was achieved in answers to as much as 25 questions. 

Conclusion. Among 6th year medical students without pre-existing knowledge of the latest 2010 CPR Guidelines, BLS trai-ning considerably improved their previously acquired knowledge. Also, students with good pre-existing knowledge, showed a considerably higher level of acquired knowledge after implemented training. A future study with a longer follow-up period to estimate the effect on long-term retention of learning outcomes is needed.

Keywords

latest CPR Guidelines, knowledge, BLS, education, stu-dents

Cite and Share

SLA\ANA AN\ELIĆ,DIMITRA KALIMANOVSKA-OŠTRIĆ,ZORAN RADOJIČIĆ. The significance of pre-existing knowledge of the latest guidelines for cardiopulmonary resuscitation in successful basic life support education of Belgrade sixth year medical students. Signa Vitae. 2014. 9(2);37-46.

References

1. Chamberlain DA, Hazinski MF. Education in resuscitation. Resuscitation 2003;59:11-43.

2. Soar J, Monsieurs KG, Ballance JHW, Barelli A, Biarent D, Greif R, et al. European Resuscitation Guidelines for resuscitation 2010, Section 

9. Principles of education in resuscitation. Resuscitation 2010;81:1434-44.

3. Mancini ME, Soar J, Bhanji F, Billi JE, Dennett J, Finn J, et al. On behalf of the Education, Implementation, and Teams Chapter Collabo-rators. Part 12: Education, implementation, and teams: 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations. Resuscitation 2010;81:e288-e330.

4. Smith CM, Perkins GD, Bullock I, Bion JF. Undergraduate training in the care of the acutely ill patient: a literature review. Intensive Care Med 2007;33:901-7.

5. Breckwoldt J, Beetz D, Schnitzer L, Waskow C, Arntz HR, Weimann J. Medical students teaching BLS to school children as a required element of medical education: a randomised controlled study comparing three different approaches to fifth year medical training in emer-gency medicine. Resuscitation 2007;74:158-65.

6. Toner P, Connoly M, Laverty L, McGrath P, Connoly D, McCluskey DR. Teaching basic life support to school children using medical stu-dents and teachers in a „peer-training“ model-results of the „ABC for life“ programme. Resuscitation 2007;75:169-75.

7. Garcia Vega FJ, Montero Perez FJ, Encinas Puente RM. Schools: a community setting to target for training in cardiopulmonary resuscita-tion. Emergencias 2008;20:223-5.

8. Lorem T, Steen PA, Wik L. High school students as ambassadors of CPR-A model for reaching the most appropriate target population. Resuscitation 2010;81:78-81.

9. Tagami T, Yokota H, Hirata K, Takashige T, Satake M, Matsui J, et al. Response to letter regarding article, “Implementation of the fifth link of the chain of survival concept for out-of-hospital cardiac arrest”. Circulation 2013;127(16):e567.

10. Lešnik D, Lešnik B, Golub J, Križmarić M, Mally S, Grmec S. Impact of additional module training on the level of basic life support knowledge of first year students at the University of Maribor. Int J Emerg Med 2011;4:16. doi: 10.1186/1865-1380-4-16.

11. Robak O, Kulnig J, Sterz F, Uray T, Haugk M, Kliegel A, et al. CPR in medical schools: learning by teaching BLS to sudden cardiac death survivors-a promising strategy for medical students? BMC Med Educ 2006;6:27.

12. Perkins GD, Fullerton JN, Davis-Gomez N, Davies RP, Baldock C, Stevens H, et al. The effect of pre-course e- learning prior to advanced life support training: A randomised controlled trial. Resuscitation 2010;81:877-81.

13. Beckers S, Fries M, Bickenbach J, Hoffmann N, Classen-Linke I, Killersreiter B, et al. Introduction Course Working Group. Evaluation of a new approach to implement structured evidence-based emergency medical care in undergraduate medical education in Germany. Resuscitation 2005;65(3):345-56.

14. Franken IH, Wiers RW. Motivational processes in addiction: the role of craving, salience and attention. Tijdschr Psychiatr 2013;55(11):833-40.

15. Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med 2002;77:1185–8.

16. Soar J, Perkins GD, Harris S, Nolan J. The immediate life support course. Resuscitation 2003;57(1):21-6.

17. Parnell MM, Pearson J, Galletly DC, Larsen PD. Knowledge of and attitudes towards resuscitation in New Zealand high-school students. Emerg Med J 2006;23:899–902.

18. Gabbott D, Smith G, Mitchell S, Colquhoun M, Nolan JP, Soar J, et al. Cardiopulmonary resuscitation standards for clinical practice and training in the UK. Resuscitation 2005;64:13-9.

Abstracted / indexed in

Science Citation Index Expanded (SciSearch) Created as SCI in 1964, Science Citation Index Expanded now indexes over 9,200 of the world’s most impactful journals across 178 scientific disciplines. More than 53 million records and 1.18 billion cited references date back from 1900 to present.

Journal Citation Reports/Science Edition Journal Citation Reports/Science Edition aims to evaluate a journal’s value from multiple perspectives including the journal impact factor, descriptive data about a journal’s open access content as well as contributing authors, and provide readers a transparent and publisher-neutral data & statistics information about the journal.

Chemical Abstracts Service Source Index The CAS Source Index (CASSI) Search Tool is an online resource that can quickly identify or confirm journal titles and abbreviations for publications indexed by CAS since 1907, including serial and non-serial scientific and technical publications.

Index Copernicus The Index Copernicus International (ICI) Journals database’s is an international indexation database of scientific journals. It covered international scientific journals which divided into general information, contents of individual issues, detailed bibliography (references) sections for every publication, as well as full texts of publications in the form of attached files (optional). For now, there are more than 58,000 scientific journals registered at ICI.

Geneva Foundation for Medical Education and Research The Geneva Foundation for Medical Education and Research (GFMER) is a non-profit organization established in 2002 and it works in close collaboration with the World Health Organization (WHO). The overall objectives of the Foundation are to promote and develop health education and research programs.

Scopus: CiteScore 1.0 (2022) Scopus is Elsevier's abstract and citation database launched in 2004. Scopus covers nearly 36,377 titles (22,794 active titles and 13,583 Inactive titles) from approximately 11,678 publishers, of which 34,346 are peer-reviewed journals in top-level subject fields: life sciences, social sciences, physical sciences and health sciences.

Embase Embase (often styled EMBASE for Excerpta Medica dataBASE), produced by Elsevier, is a biomedical and pharmacological database of published literature designed to support information managers and pharmacovigilance in complying with the regulatory requirements of a licensed drug.

Submission Turnaround Time

Conferences

Top