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Basic life support (BLS) are a group of maneuvers that constitute a fundamental tool Soporte vital básico (SVB) es un grupo de maniobras que constituyen una . Soporte vital básico para profesionales de la salud. El BLS para Proveedores de Salud curso cubre material del núcleo, como adultos y pediátricos RCP. Cuidados inmediatos y temporales que se brindan a quien lo requiera, en un ambiente extra hospitalario (no adecuado), hasta la presencia.

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Factors associated with knowledge of basic life support in medical students from nine Peruvian universities. Universidad Nacional de Ucayali. Basic life support BLS are a group of maneuvers that constitute a fundamental tool to vltal lives. Therefore, knowledge of BLS has to be part of the curriculum in medical schools. Evaluate the knowledge level about BLS and evaluate its associated socio-educational factors, in medical students from nine Peruvian universities.

A cross-sectional transversal multicenter study was conducted duringby surveying medical students from nine Sopirte universities in eight regions of Peru. Adjusted prevalence rates aPR using generalized linear models were estimated.

A low proportion of students have an adequate knowledge level about BLS in the population studied. It is pertinent to evaluate the training in this subject and propose strategies for its improvement. Por lo tanto, el conocimiento de SVB tiene que ser parte de los planes de estudio en las escuelas de medicina. Vitql el nivel de conocimiento acerca de SVB y sooorte sus factores socio-educativos asociados, en los estudiantes de medicina de nueve universidades peruanas.

Se estimaron las tasas de prevalencia ajustadas TPa utilizando modelos lineales generalizados. Basic life support BLS are a group of maneuvers which constitute a fundamental tool to save lives, especially if viital emergency occurs out of a hospital. Several publications on the knowledge level about BLS in health personnel reveal disappointing results, with a frequency of unawareness of these maneuvers between However, in our search we found no studies that address this issue in our context.

Therefore, the main objective in our study was to determinate the knowledge level about BLS in medical students from nine Peruvian universities, as well as its associated socio-educational factors. Thus, once identified, propose solutions to this problem. A cross sectional multicenter study was conducted duringover undergraduate medical students from nine Peruvian medicine schools.

All regular students were invited to participate Figure 1. Location map of medicine schools that participated in the study. Gender, age, marital status, university of origin, year of study and academic cycle coursing at the time of the survey. They were asked about their participation in a course where they were instructed in BLS techniques, management of medical first aid or any about injection administration as in some of these courses the topic of BLS is touched, due to adverse reactions of the injection of drugs or the maneuvers that must be performed in emergency situations.

Coursing clinical sciences, academic stages were defined to students who said they were carrying courses including hospital rotations from third to sixth year of medical career. It was considered as a desire to be trained in practical BLS maneuvers to those who said they wanted to be both theorical and practical instructed. The second section included twenty questions that measured the knowledge level about BLS, structured as multiple choice and single answer.

To measure the knowledge level it was considered a scale from 0 to 20, considering as passing grade to those who obtained 11 or more adequately answered questions. For the analysis, it was considered as dependent variable to have passed the test. The independent variables were socio-educational data formulated in the questionnaire and were used to determinate whether there vtal differences according to these variables. It was initially formulated by three of the authors of this study, one of them with five years of experience in BLS field and a master’s degree in research; the second one, with a master’s vitao in research and member of the scientific evidence generation team at the National Soporrte Institute of Peru; and the last one, past AHA physician in Peru.

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Validation and evaluation of the questionnaire reliability was performed in several stages. After this process 5 items were eliminated. The modified instrument was applied over students in order to get a basal measurement, after three weeks the instrument was applied once more without any educational intervention over the same students, to evaluate the test-retest reliability.

Afterwards, an educational intervention on BLS knowledge was performed and again the questionnaire was applied, in order to evaluate sensitivity on post-intervention change. After this whole process, three medical experts with international accreditation in BLS evaluated the instrument providing compliance. Finally, the scores range from 0 to 20 points, in that way, according to what was suggested by the Ministry of Education of Peru, the knowledge was categorized as adequate 11 to 20 and inadequate 0 to Pollsters were summoned trough contacts made in Peruvian Medical-Student Scientific Society SOCIMEPensuring to count with both public and private universities from the largest departments in the inner regions of Peru, a training process to solve any doubts was performed; and a group of instructions that specified step by step through the interview process was delivered.

Each pollster was instructed for applying the questionnaire in free hours of academic activities and for answering participant’s doubts.

The HealthSource at Kidsake – SPANISH BLS – Soporte Vital Básico para Profesionales de la Salud

It was an auto-applied questionnaire and respondents offered their consent verbally before solving it, after the explanation of the aim of bps study provided by the delegates of the venues. For categorical variables, it was performed a description of the variables, the dependent variable according to the number of correct answers obtained in the questionnaire and independent variables gender, age, marital status, university of origin, previous related courses, desire to be trained in practical BLSusing frequencies and percentages.

For the numerical variable age the basixo and interquartile range was used, according its distribution evaluated with Shapiro Wilk test. We performed generalized linear models with binomial family and link log function; all models were adjusted using the university under study as cluster.

The median age was Of all respondents, Of who passed the test, Participants’ socio-educational characteristics are shown in table I. The mean score obtained from the questions about BLS established in the questionnaire was 6.

Of all students only 1. Private universities obtained pass rates of Socio-educational characteristics of medical students from nine universities. Association of socio-educational variables according to passing the test is shown in table II.

Bivariated analysis of knowledge in medical students about BLS. In multivariate analysis, passing the test was associated with coursing semesters belonging to clinical sciences academic stages p: Multivariated analysis of knowledge in medical students about BLS. Based on our results, approximately one in ten tested students had a good knowledge level about BLS. These findings are within the range found in similar populations to which we evaluated.

We found association between passing the test and coursing practices in hospitals. Several studies, about BLS, shown that the knowledge level increases in direct relationship as medical students move toward superior cycles. Those participants who received a previous BLS course had better scores, in comparison with those who did not received this preparation.

In similar populations has been shown that previous basic life support maneuvers in general training, improve theorical knowledge, and practical and physical skills.

Although multivariate analysis did not turned out to be statistically significant, it is important to mention that in bivariate analysis it was found that, those who had the desire to be trained in BLS had a better knowledge level about BLS, remembering that almost all participants had this desire for training.

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Some studies with population with similar characteristics -but smaller ones- reported interest in the majority of the students in receiving updates on BLS. This should be studied in detail, in research that have this goal and more variables that attempt to explain the desire and interest in training in BLS. The data obtained in this study come from a large sample of students, evaluating an academic issue that should always be considered in the training of future physicians.

Although it is true that the findings do not allow inferring conclusively to all Peruvian medical students, there is at least one major exploration on relevant student characteristics that influence their current knowledge. The limitation in our study was the use of a convenience sampling, due to the fact that in private universities it is not possible to have access to official lists, since their data protection policy, therefore it is not possible to infer regarding participating universities.

Nevertheless, we consider that the data are now a reference, because we sought that in participating universities the survey would be applied in proportion to the actual number of students per year.

Another limitation was that we did not obtain other socio-academic variables, so we recommend that future researches explore more associated factors. We conclude that the knowledge level about BLS in medical students from the universities under evaluation is poor. This is associated with academic stage and having received previous BLS instruction.

Viital recommend that universities in our country consider these results, in this way they can measure the knowledge level of their students and evaluate the possibility of including BLS training in the curricula, as part of the training of the future health professional, as well as ensuring continuous training in this subject.

Students’ knowledge of symptoms and risk factors of potential life-threatening medical conditions. A survey of attitudes and factors associated with successful cardiopulmonary resuscitation CPR viatl transfer in an older population most likely to witness cardiac arrest: Basic life support knowledge, self-reported skills and fears in Danish high school students and effect of a single min training session run by junior doctors; a prospective cohort study.

Pre-training evaluation and feedback improve medical students’ skills in basic life support. Adult Basic Life Support: Zaheer H, Haque Z. J Pak Sopogte Assoc. Rev Cuba Anestesiol Reanim. Crisis intervention–the summary of a unique interventional program for medical students.

Learning decision-making in clinical medicine: Simulation in undergraduate medical education: Self-perception of knowledge and confidence in performing basic life support among medical students.

BLS: Soporte Vital Básico

Eur J Emerg Med. Impact of additional module training on the level of basic life support knowledge of first year students vitaal the University of Maribor. Int J Emerg Med. Knowledge of first aid and basic life support amongst medical students: Evaluation of nurses’ theoretical knowledge in Basic Life Support: A study bxsico a district Greek hospital.

Pre-hospital care–the evolution of a course for undergraduates. Lessons learned from working in emergency departments in Cape Town, South Africa: S Afr Med J. Implementing virtual worlds for systematic training of prehospital CPR in medical school. Stud Health Technol Inform. The need for undergraduate education in critical care. Results of a questionnaire to year 6 medical undergraduates, University of New South Wales and recommendations on a curriculum in critical care.

Isr Med Assoc J. Dal U, Sarpkaya D. Knowledge and psychomotor skills of nursing students in North Cyprus in the area of cardiopulmonary resuscitation. Pak J Med Sci.