The basic life support knowledge of medical students undergoing standardized training after basic life support courses

The study developed an online closed-book question bank using wechat. Pre- and post-training scores were recorded and compared, taking into account total scores and scores based on various socio-demographic characteristics. Sociodemographic characteristics were used as explanatory variables and total score as dependent variables. Finally, statistical analysis was used to evaluate the relationship between explanatory and dependent variables. A p value less than 0.05 was considered statistically significant. The study involved a total of 216 students. The majority of the participants 149 (68.98%) were aged between 20 to 25 years. Out of these, 137 (63.43%) held a bachelor’s degree while 182 (84.26%) had less than or equal to one year of work experience. Additionally, 212 (98.15%) of held a junior professional title, and 121 (56.02%) of them were medical staff. Participants who completed similar training had scores on the BLS (68.55 ± 17.19) and those who did not (58.96 ± 21.73). BLS training has shown a significant improvement in BLS scores (p < 0.001) for people of all ages, genders, educational, experiential and professional levels and departments, regardless of prior training. The results of this study show that attending BLS training courses has a significant impact on BLS scores. This effect remained significant even after adjusting for sociodemographic characteristics through linear regression analysis (β = 27.30, p < 0.001). Therefore, BLS training is an effective way to increase BLS knowledge. The study found that trainees who received BLS training had a higher level of knowledge in standardized training than those who did not receive such training. This suggests a significant correlation between basic life support training and BLS knowledge in trainees.

Basic life support; BLS training course; Standardized training; Standardized training trainees

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