Division of Emergency Medicine, Department of Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, University of Geneva Hospitals and Faculty of Medicine, 1211 Geneva, Switzerland.
Ecole de Santé de Suisse Romande (ESSR), 1207 Geneva, Switzerland.
Medicina (Kaunas). 2022 Aug 10;58(8):1073. doi: 10.3390/medicina58081073.
Background and objective: The prognosis of cardiac arrest victims strongly depends on the prompt provision of Basic Life Support (BLS) maneuvers. Medical students should therefore be proficient in this area, but many lack essential BLS knowledge. The goal of this prospective, closed web-based study was to determine whether a short intervention designed to motivate first-year medical students to follow a blended BLS course could lead to a significant improvement in BLS knowledge in the following year. Materials and Methods: A fully automated web-based questionnaire was administered to second-year medical students one year after they had been given the opportunity of following a blended BLS course (e-learning and practice session). The primary outcome was the difference, on a 6-question score assessing essential BLS knowledge, between these students and those from the 2020 promotion since the latter had not been offered the optional BLS course. Results: The score was similar between the two study periods (3.3 ± 0.8 in 2022 vs. 3.0 ± 1.0 in 2020, p = 0.114), but no firm conclusion could be drawn since participation was much lower than expected (17.9% in 2022 vs. 43.7% in 2020, p < 0.001). Therefore, a second questionnaire was created and administered to understand the reasons underlying this low participation. Conclusions: There was a lack of improvement in BLS knowledge in second-year medical students after the introduction of an optional introductory BLS course in the first-year curriculum, but the limited participation rate precludes drawing definitive conclusions. Ineffective communication appears to be the cause of this low participation rate, but a lack of motivation in the aftermath of the COVID-19 pandemic cannot be ruled out. Corrective actions should be considered to enhance communication, restore motivation, and ultimately improve BLS knowledge among medical and dental students.
心脏骤停患者的预后主要取决于基本生命支持（BLS）操作的及时提供。因此，医学生应该精通这一领域，但许多人缺乏基本的 BLS 知识。本前瞻性、封闭式网络研究的目的是确定一项旨在激励一年级医学生参加混合 BLS 课程的短期干预措施是否能在接下来的一年中显著提高 BLS 知识。
在学生有机会参加混合 BLS 课程（电子学习和实践课程）一年后，我们向二年级医学生进行了一项完全自动化的网络问卷调查。主要结果是在评估基本 BLS 知识的 6 个问题的分数上，这些学生与 2020 届学生之间的差异，因为后者没有提供可选的 BLS 课程。
两个研究期的分数相似（2022 年为 3.3 ± 0.8，2020 年为 3.0 ± 1.0，p = 0.114），但由于参与率远低于预期（2022 年为 17.9%，2020 年为 43.7%，p < 0.001），因此无法得出明确的结论。因此，我们创建并管理了第二个问卷，以了解低参与率背后的原因。
在第一年课程中引入可选的入门 BLS 课程后，二年级医学生的 BLS 知识没有得到改善，但有限的参与率排除了得出明确结论的可能性。沟通不畅似乎是低参与率的原因，但不能排除 COVID-19 大流行后缺乏动力的因素。应考虑采取纠正措施，以加强沟通、恢复动力，并最终提高医学生和牙科学员的 BLS 知识。
