Abstract
Background
Basic Life Support (BLS) training is an integral part of Medical School curricula, but limited literature has explored how confident students feel performing BLS skills. At Bristol Medical School, we undertook a study (2018-2022) to investigate the impact of BLS training on student confidence. Due to the timing of the study, we could capture data pre, during and post the COVID-19 pandemic and investigate its impact on medical student confidence and willingness to perform BLS, using both in-person and virtual teaching methods. Both courses were delivered via student peer-teaching, utilising a modified Peyton’s four-step approach. Each enabled student participation in BLS activities, although the virtual training had reduced practical and assessment components.
Summary Of Work
A closed-questionnaire prospective cohort study was undertaken, with 3 groups of medical students: 1) pre-COVID in-person training, 2) During-COVID virtual training, 3) post-COVID in-person training. The questionnaire assessed self-reported confidence and willingness to perform BLS (5-point Likert scale) before and after BLS training. Pre-course questionnaires of groups 1 and 2 were compared to investigate if the pandemic impacted student willingness to administer BLS. Paired questionnaire responses for groups 2 and 3 were
analysed to assess the effect of virtual and in-person training. (Ethics approval: 66702)
Summary Of Results
347 questionnaires were included from 543 medical students. Both virtual and in-person peer-led BLS training significantly increased student self-reported confidence and willingness to perform BLS. However, the improvements seen following the virtual course regressed after 6 months. When compared to the pre-COVID group, the students taught during COVID showed a reduction in willingness to perform BLS in a community but not hospital setting.
Discussion And Conclusion
Peer-led BLS training is effective in improving medical student confidence and willingness to administer BLS, regardless of delivery modality. Although virtual teaching may not produce a sustained improvement in these metrics. Environmental factors such as the COVID-19 pandemic can significantly influence both the delivery of teaching, as well as students’ attitudes towards performing bystander CPR.
Take Home Messages
Peer-led teaching is an effective, sustainable, and low-cost alternative to traditional BLS training and impacts student willingness to intervene in real-life emergencies. Such models have potential for wider application within and beyond medical education curricula.
Basic Life Support (BLS) training is an integral part of Medical School curricula, but limited literature has explored how confident students feel performing BLS skills. At Bristol Medical School, we undertook a study (2018-2022) to investigate the impact of BLS training on student confidence. Due to the timing of the study, we could capture data pre, during and post the COVID-19 pandemic and investigate its impact on medical student confidence and willingness to perform BLS, using both in-person and virtual teaching methods. Both courses were delivered via student peer-teaching, utilising a modified Peyton’s four-step approach. Each enabled student participation in BLS activities, although the virtual training had reduced practical and assessment components.
Summary Of Work
A closed-questionnaire prospective cohort study was undertaken, with 3 groups of medical students: 1) pre-COVID in-person training, 2) During-COVID virtual training, 3) post-COVID in-person training. The questionnaire assessed self-reported confidence and willingness to perform BLS (5-point Likert scale) before and after BLS training. Pre-course questionnaires of groups 1 and 2 were compared to investigate if the pandemic impacted student willingness to administer BLS. Paired questionnaire responses for groups 2 and 3 were
analysed to assess the effect of virtual and in-person training. (Ethics approval: 66702)
Summary Of Results
347 questionnaires were included from 543 medical students. Both virtual and in-person peer-led BLS training significantly increased student self-reported confidence and willingness to perform BLS. However, the improvements seen following the virtual course regressed after 6 months. When compared to the pre-COVID group, the students taught during COVID showed a reduction in willingness to perform BLS in a community but not hospital setting.
Discussion And Conclusion
Peer-led BLS training is effective in improving medical student confidence and willingness to administer BLS, regardless of delivery modality. Although virtual teaching may not produce a sustained improvement in these metrics. Environmental factors such as the COVID-19 pandemic can significantly influence both the delivery of teaching, as well as students’ attitudes towards performing bystander CPR.
Take Home Messages
Peer-led teaching is an effective, sustainable, and low-cost alternative to traditional BLS training and impacts student willingness to intervene in real-life emergencies. Such models have potential for wider application within and beyond medical education curricula.
| Original language | English |
|---|---|
| Pages | 358-9 |
| Number of pages | 2 |
| Publication status | E-pub ahead of print - 30 Aug 2023 |
| Event | AMEE 2023: Inclusive Learning Environments to Transform the Future - Glasgow SEC, Glasgow, United Kingdom Duration: 26 Aug 2023 → 30 Aug 2023 https://amee.org/AMEE/AMEE/Conferences/Programme-Landing.aspx |
Conference
| Conference | AMEE 2023 |
|---|---|
| Country/Territory | United Kingdom |
| City | Glasgow |
| Period | 26/08/23 → 30/08/23 |
| Internet address |