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Competencies in Basic Life Support after a Course with or without Rescue Ventilation: Historical Cohort Study.
Jordi Castillo1, Adrián González-Marrón1, Anna Llongueras2
1Universitat Internacional de Catalunya (UIC), Sant Cugat del Vallès, 08195 Barcelona, Spain.
Healthcare (Basel, Switzerland)
|December 23, 2022
Summary
Basic life support training without rescue breathing improved student skills and retention. Simplifying guidelines by focusing on compressions enhances learning outcomes in healthcare students.
Area of Science:
- Medical Education
- Emergency Medicine
- Cardiopulmonary Resuscitation
Background:
- International guidelines aim to simplify basic life support (BLS) training for better skill acquisition and long-term retention.
- This study addresses the need to evaluate the impact of pulmonary ventilation (rescue breathing) on BLS practical skills learning.
Purpose of the Study:
- To compare the effectiveness of BLS training with and without the inclusion of pulmonary ventilation.
- To assess the impact on knowledge and practical skill performance in health sciences students.
Main Methods:
- A comparative historical cohort study involving undergraduate health sciences students.
- Two groups were compared: one trained with rescue breathing, the other without.
- Knowledge, mannequin-simulated skills, and instructor observations were assessed using standardized instruments.
Main Results:
- A total of 497 students participated, with no significant baseline differences between cohorts.
- Students trained without rescue breathing demonstrated statistically higher mean scores in knowledge and practical skills.
- Both instructor evaluations and smart mannequin data corroborated these findings.
Conclusions:
- BLS training excluding rescue breathing resulted in superior learning outcomes and skill retention compared to training including it.
- Simplifying BLS guidelines to focus on chest compressions alone appears to enhance learning efficiency and long-term retention of critical skills.
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