Exploring Medical Students’ Self-Reported Confidence and Willingness Administering Basic Life Support (BLS) Following Peer-Led Training in the Context of COVID-19

Background: Basic life support (BLS) delivery improves prognosis following out-of-hospital cardiac arrest and forms an integral part of undergraduate medical curricula, although limited literature has assessed student confidence in utilizing these skills. An investigation of medical students’ self-reported confidence and hypothetical willingness to perform BLS was undertaken at the University of Bristol, within its peer-led BLS training scheme (RMD Bristol). Due to the study timing including COVID-19 restrictions (2020–21), changes in student confidence during this period could also be explored.

Methods: A prospective cohort study of medical students participating in BLS training during 2018–2022 (N = 1084) was undertaken. Self-reported confidence and hypothetical willingness to perform BLS was assessed using pre- and post-training questionnaires (five-point Likert scale). Data were analyzed in three groups: 1) pre-COVID (including in-person training), 2) during COVID (virtual-only training), and 3) post-COVID (including in-person training).

Results: 347 medical students completed 658 questionnaire responses. All training modes significantly increased self-reported confidence and hypothetical willingness to perform BLS (p < 0.05). Self-reported confidence reduced rapidly following virtual-only training. During the pandemic, a reduction in student-perceived willingness to provide BLS in an emergency was observed in a community but not a hospital setting.

Conclusion: Peer-led BLS training is effective in improving medical students’ self-reported confidence and willingness to administer BLS, regardless of delivery mode. The COVID-19 pandemic influenced both the delivery of teaching and students’ attitudes towards performing BLS. Due to the rapid confidence fade after virtual-only training, BLS teaching with an in-person component may remain the most effective model for training medical students.