First aid and basic life support of junior doctors: A prospective study in Nijmegen, the Netherlands

Bridging the first-aid knowledge gap: a cross-sectional study of medical scope students in Syria

INTRODUCTION AND OBJECTIVE

Sufficient knowledge required to deal with emergencies at the accident site may not be found in most medical students due to the lack of effective first-aid training in most medical education curricula. This study aims to assess and evaluate medical students' knowledge level in providing first-aid care, especially first-year students.

METHODS

An electronic questionnaire was distributed via social media to 1,855 medical students in October 2020. The knowledge level was assessed based on scores obtained for each clinical scenario requiring first aid and classified as good, intermediate, or weak. Statistical analysis was performed using SPSS software.

RESULTS

The study found that academic year and specialization significantly influence medical students' first-aid knowledge level. However, demographic factors such as gender, university, marital status, housing status, work status, financial condition, and previous first-aid training did not show any significant effect.

CONCLUSION

The level of knowledge among Syrian medical students in providing first-aid care is somewhat limited. Therefore, first-aid courses should be made more accessible to these students, and their effectiveness should be ensured and maintained through frequent updates. Moreover, more attention should be placed on publicizing first-aid knowledge to make life-saving procedures attainable to anyone, anytime and anywhere.

Knowledge and Attitudes toward First Aid among Medical and Nursing Students at Taibah University in Madinah City, Saudi Arabia: A Cross-Sectional Study

OBJECTIVE

The objective of this study is to evaluate the first aid (FA) knowledge, practice, and attitude of medical and nursing students at Taibah University in Madinah.

METHODS

The study involved a cross-sectional online survey of 359 students from different academic years, using a revised and validated questionnaire on FA procedures, which were assessed utilizing a revised iteration of a questionnaire that had been previously validated.

RESULTS

Regarding the knowledge score outcomes, the median score was 4, with an interquartile range of (3,5). Approximately 32.3% of participants demonstrated an excellent level of knowledge in first aid. Age exhibited a substantial and positive correlation with knowledge scores (p < 0.001), no significant correlation was observed between age and practice scores (p = 0.782), whereas age exhibited a significant and positive relationship with attitude scores (p < 0.001). Switching to the practice score results, the median practice score was 3, with an interquartile range of 2 to 3. A considerable 39.6% of participants displayed a good level of practice, representing the highest percentage among students. In the context of attitude score findings, the median attitude score was 4, and the interquartile range was 3 to 4, this suggests that the majority of the participants had a positive attitude towards first aid and its importance. Around 27.6% of participants portrayed a good attitude level, followed by 27% who demonstrated an acceptable attitude level. In addition, gender emerged as a differentiating factor in the three primary outcomes, as females achieved superior results across all aspects.

CONCLUSION

A significant proportion of medical and nursing students at Taibah University have solid FA knowledge, practice, and attitude. Age and education level reflect the impact of FA training and certification, which should be mandatory for all medical students. Further studies are needed to generalize the findings to other contexts.

An examination of first aid knowledge levels of physiotherapists

BACKGROUND

Physiotherapists who work with high-risk patient groups may face unexpected situations and complications during their professional practice that requires first aid knowledge. Clinicians may also use this first aid knowledge in public life.

OBJECTIVE

This study was planned to evaluate the first aid knowledge levels and first aid proficiency perceptions of physiotherapists and to make suggestions in the light of the results obtained.

METHODS

The data collection process of this cross-sectional study was carried out between March 1 and May 7, 2022. The sample of the study consisted of 224 physiotherapists (168 women), and the data were obtained with the help of an online questionnaire disseminated via Google Forms. The content of the questionnaire presented to the participants consisted of demographic information, institutions and units where they worked, inquiries about receiving first aid training, the content of these trainings, and 26 statements testing basic first aid knowledge.

RESULTS

It was found that 25.4% (n:57) of the physiotherapists had provided first aid to someone before, whereas 81.2% (n:182) did not feel competent in applying first aid. Physiotherapists who received first aid training had a higher perception of competence. The median of the total number of correct answers obtained from the 26-statement questionnaire designed to evaluate the first aid knowledge levels was 19 (12-25), and the total number of correct answers of 33.5% (n:75) of the physiotherapists was below the median. There was no significant relationship between the age and tenure in the profession of the physiotherapists participating in the study and the total number of correct answers in the questionnaire (p > .05).

CONCLUSION

The physiotherapists included in the study had low self-efficacy, knowledge, and skills in applying first aid. In this area, there is a need for structured practices and training to increase the first aid knowledge and competencies of physiotherapists.

Knowledge and Competency of First Aids and Basic Life Support (BLS) Skills in Speech and Hearing Students

Purpose This study aimed to analyze speech and hearing students' knowledge, awareness, and attitude regarding first aid and basic life support (BLS).

Methods A descriptive cross-sectional survey study was performed through a web-based questionnaire regarding knowledge of first aid and BLS skills, experience, and views about training on these skills among speech and hearing students.

Results Four-hundred forty-two students from 26 different speech and hearing colleges participated in the study. About 88.23% of participants reported the necessity of knowledge about BLS skills and first aids. Fifty-five percent of participants encountered at least one emergency during their training. There is significant difference between awareness and confidence in performing these skills (Mann–Whitney U test= 76.5; /z/= −2.39; p = 0.019; effect size = 0.27). Most of the students (92.5%) reported not being trained to perform first aid and BLS skills and seek inclusion of these skills in their academic curriculum.

Conclusions Overall confidence in first aid skills is less in the students of speech and hearing when compared with the awareness level. Hence, formal training of first aid and BLS should be introduced into the curriculum to provide students with sound knowledge and practical skills and help them boost their confidence.

Extracurricular work experience and its association with training and confidence in emergency medicine procedures among medical students: a cross-sectional study from a Norwegian medical school

OBJECTIVE

Proficiency in basic emergency procedures is important for junior doctors, but the amount of practical exposure may vary. We studied the association between students' extracurricular healthcare-related (ECHR) work experience and self-reported practical training and confidence in selected emergency medicine procedures.

STUDY DESIGN

Cross-sectional study.

MATERIALS AND METHODS

Medical students and first-year graduates answered a Likert-based questionnaire probing self-reported amount of exposure to ('training amount') and confidence with selected emergency medicine procedures. Participants also reported ECHR work experience, year of study, previous healthcare-related education, military medic training and participation in the local student association for emergency medicine (Tromsø Acute Medicine Students' Association (TAMS)). Differences within variables were analysed with independent samples t-tests, and correlation between training amount and confidence was calculated. Analysis of covariance and mixed models were applied to study associations between training amount and confidence, and work experience (primary outcomes) and the other reported factors (secondary outcomes), respectively.

RESULTS

539 participants responded (70%). Among these, 81% had ECHR work experience. There was a strong correlation (r=0.878) between training amount and confidence. Work experience accounted for 5.9% and 3.5% of the total variance in training amount and confidence (primary outcomes), and respondents with work experience scored significantly higher than respondents without work experience. Year of study, previous education, military medic training and TAMS participation accounted for 49.3%, 8.7%, 6.8% and 23.6%, and 58.5%, 5.1%, 4.7% and 12.3% of the total variance in training amount and confidence, respectively (secondary outcomes). Cohen's D was 0.48 for training amount and 0.32 for confidence level, suggesting medium and weak medium-sized associations with work experience, respectively.

CONCLUSION

ECHR work experience is common among medical students and was associated with more training amount and higher confidence in the procedures. Year of study, previous relevant education and TAMS participation, but not military medic training, were also significantly associated with training amount and confidence.

Skill decay following Basic Life Support training: a systematic review protocol

INTRODUCTION

Survival from out of hospital cardiac arrest (OHCA) is lower in the UK than in several developed nations. Bystander cardiopulmonary resuscitation (CPR) is associated with increased rates of survival to hospital discharge following OHCA, prompting the introduction of several initiatives by the UK government to increase rates of bystander CPR, including the inclusion of Basic Life Support (BLS) teaching within the English national curriculum. While there is clear benefit in this, increasing evidence suggests poor retention of skills following BLS teaching. The aim of this systematic review is to summarise the literature regarding skill decay following BLS training, reporting particularly the time period over which this occurs, and which components of would-be rescuers' performance of the BLS algorithm are most affected.

METHODS AND ANALYSIS

A search will be conducted to identify studies in which individuals have received BLS training and received subsequent assessment of their skills at a later date. A search strategy comprising relevant Medical Subject Headings (MeSH) terms and keywords has been devised with assistance from an experienced librarian. Relevant databases will be searched with titles, abstract and full-text review conducted independently by two reviewers. Data will be extracted from included studies by two reviewers, with meta-analysis conducted if the appropriate preconditions (such as limited heterogeneity) are met.

ETHIC AND DISSEMINATION

No formal ethical approval is required for this systematic review. Results will be disseminated in the form of manuscript submission to a relevant journal and presentation at relevant meetings. To maximise the public's access to this review's findings, any scientific report will be accompanied by a lay summary posted via social media channels, and a press release disseminated to national and international news agencies.

PROSPERO REGISTRATION NUMBER

CRD42021237233.

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

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.

Initial neonatal resuscitation: skill retention after the implementation of the novel 24/7 HybridLab® learning system

BACKGROUND

Ensuring long-term retention of the acquired practical skills is one of the major aims of a medical school. This depends on the application of training techniques and their combinations. In order to standardize the teaching process, to acquire and maintain a broad array of technical, professional, and interpersonal skills and competencies, and to improve the retention of practical skills, we developed a new training technique - the HybridLab^® learning method. It consists of an e-learning platform, hands-on simulation, carefully elaborated learning algorithms (DRAKON), peer-to-peer teaching, and assessment and feedback by peers, and later - by a remote instructor. Summary of the work: The subjects of the study were fifth-year students of the Lithuanian University of Health Sciences Medical Academy who during 2014-2015 were studying the obstetrics and gynecology module in the neonatology cycle. We analyzed the retention of practical skills in the initial neonatal resuscitation among students who were training with the use of our developed HybridLab^® technique at 6 and 12 months after the completion of the cycle.

SUMMARY OF RESULTS

After 6 and 12 months, mean changes in the subjects' evaluation scores (percentage drop-off between the first and the second total score) dropped by, respectively, 31.8% (SD: 27.5) and 7.7% (SD: 25.6), and did not differ statistically significantly (p = .2). In the group of subjects who were not given a possibility to remember the skills and the course of initial neonatal resuscitation, the mean change between the first and the second total evaluation scores was 42.5% (SD: 26.7). In students who were given such possibility, the mean change between the first and the second total evaluation scores was significantly smaller -12.7% (SD: 13.8) (p < .001). Changes in the evaluation scores of individual skills (first steps, mouth-to-mouth ventilation, and chest compressions) between the first and the second evaluation also differed statistically significantly and were smaller in the group of students who were given a possibility to remember their skills (p < .001).

DISCUSSION

The HybridLab^® learning method is a novel technique, and thus more studies are required to evaluate the significance of the HybridLab^® technique for long-time retention of practical skills.

CONCLUSION

As a result of the application of the HybridLab^® training technique, practical skill retention among medical students after 6 and 12 months dropped by only about 13%. A recall system significantly improved practical skill retention.

Knowledge and Attitudes Towards Basic Life Support Among Health Students at a Saudi Women's University

OBJECTIVES

Awareness of basic life support (BLS) is paramount to ensure the provision of essential life-saving medical care in emergency situations. This study aimed to measure knowledge of BLS and attitudes towards BLS training among female health students at a women's university in Saudi Arabia.

METHODS

This prospective cross-sectional study took place between January and April 2016 at five health colleges of the Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia. All 2,955 students attending the health colleges were invited to participate in the study. Participants were subsequently asked to complete a validated English-language questionnaire which included 21 items assessing knowledge of BLS and six items gauging attitudes to BLS.

RESULTS

A total of 1,349 students completed the questionnaire (response rate: 45.7%). The mean overall knowledge score was very low (32.7 ± 13.9) and 87.9% of the participants had very poor knowledge scores. A total of 32.5% of the participants had never received any BLS training. Students who had previously received BLS training had significantly higher knowledge scores (P <0.001), although their knowledge scores remained poor. Overall, 77.0% indicated a desire to receive additional BLS training and 78.5% supported mandatory BLS training.

CONCLUSION

Overall knowledge about BLS among the students was very poor; however, attitudes towards BLS training were positive. These findings call for an improvement in BLS education among Saudi female health students so as to ensure appropriate responses in cardiac arrest or other emergency situations.

Knowledge of first aid skills among students of a medical college in mangalore city of South India

Background:

The adequate knowledge required for handling an emergency without hospital setting at the site of the accident or emergency may not be sufficient as most medical schools do not have formal first aid training in the teaching curriculum.

Aim:

The aim of this study is to assess the level of knowledge of medical students in providing first aid care.

Subjects and Methods:

This cross-sectional study was conducted during May 2011 among 152 medical students. Data was collected using a self-administered questionnaire. Based on the scores obtained in each condition requiring first aid, the overall knowledge was graded as good, moderate and poor.

Results:

Only 11.2% (17/152) of the total student participants had previous exposure to first aid training. Good knowledge about first aid was observed in 13.8% (21/152), moderate knowledge in 68.4% (104/152) and poor knowledge in 17.8% (27/152) participants. Analysis of knowledge about first aid management in select conditions found that 21% (32/152) had poor knowledge regarding first aid management for shock and for gastro esophageal reflux disease and 20.4% (31/152) for epistaxis and foreign body in eyes. All students felt that first aid skills need to be taught from the school level onwards and all of them were willing to enroll in any formal first aid training sessions.

Conclusion:

The level of knowledge about first aid was not good among majority of the students. The study also identified the key areas in which first aid knowledge was lacking. There is thus a need for formal first aid training to be introduced in the medical curriculum.

Lack of confidence in administering emergency care among Dutch-speaking family physicians in Belgium

Background

Practical knowledge of emergency medical care among physicians seems to be insufficient worldwide. Research specifically aimed at family physicians is rather scarce. Additionally, in Belgium there are no data on this subject.

Purposes

Our aim was to ascertain how confident Belgian family physicians feel about their ability to give adequate emergency care and to examine their assessment of their knowledge of relevant medical conditions.

Methods

We used a web-based questionnaire for which a convenience sample of 974 Dutch-speaking family practitioners was invited through email. The survey assessed how these physicians perceived their own emergency skills and their knowledge of relevant medical conditions.

Results

The survey had a recruitment rate of 22% (n = 210), with a 75% completion rate. The minimum criteria formulated pertaining to skills and knowledge were met by 64% and 55% of the participants, respectively. The mean cumulative scores on skills and knowledge were 2.5 and 3.2, respectively (on a scale from 0 to 4). Physicians with additional training in emergency care (3.07 versus 2.72), or with a spirometry certificate (2.94 versus 2.72) scored better than those without. Practitioners from rural areas felt more confident than those from urbanized regions (3.25 versus 3.15). Physicians felt more competent in aspects of emergency care where they had experience.

Conclusion

Almost half of the Dutch-speaking family physicians in Belgium felt insufficiently competent to offer emergency medical care.

Retention into internship of resuscitation skills learned in a medical student resuscitation program incorporating an Immediate Life Support course

AIMS

This study describes the acquisition and retention of resuscitation skills by medical students during and following a vertically integrated training program incorporating an Immediate Life Support course (ILS): and the skills demonstrated by interns on entry to clinical practice.

METHODS

Yearly resuscitation workshops were held in the final 3 years of a 6-year undergraduate medical curriculum. These consisted of a basic life support course in year 4; a resuscitation workshop including shock-advisory defibrillation in year 5; and an ILS course in year 6. A medical student cohort was tested during the course and at the beginning of internship.

RESULTS

Before year 5 training, an average of 36.6% of students passed each criterion and this increased to 72.3% 10 weeks after training. Prior to the ILS course (approximately 6-18 months following year 5 training), this proportion had decreased to 35.2%; and on retesting as interns the proportion was 64.1%, with delay between ILS training and testing of between 3 and 9 months. The proportion of interns correctly performing airway opening, initial rescue breathing and ventilation technique was lower than other measured skills. Those with ILS training performed better in initial rescue breaths (p=0.03), ventilation technique (p=0.04), and recommencement of CPR without delay following defibrillation (p=0.02).

CONCLUSIONS

A vertically integrated undergraduate resuscitation course appears to reinforce the maintenance of resuscitation skills until internship. Skills are maintained for at least 6-9 months following an ILS course. This may be due to the ILS course embedding the skills more thoroughly.

First aid and basic life support: a questionnaire survey of medical schools in the Netherlands

PURPOSE

Adequate education in first aid and basic life support (BLS) should be considered as an essential aspect of the medical curriculum. The objective of this study was to investigate the current medical training in first aid and BLS at all 8 medical schools in the Netherlands.

SUMMARY

An evaluation was made, by sending a questionnaire to all medical schools, regarding whether the medical training was performed in accordance with the national Dutch guidelines for medical education. The response was 100%. Seven of the eight medical schools train their students in first aid and BLS during the medical curriculum. An average of only 38% of the clinical pictures and diseases and 69% of the skills were mastered at the level-defined national Dutch guidelines.

CONCLUSION

The medical education in the Netherlands does not meet the required objectives as stated in the national Dutch guidelines concerning first aid and BLS.